COIL is not a technology platform. Instead, it is team-teaching across cultures using whichever online communication technologies are best suited for the task. In fact, several platforms may be used throughout the module. For example, videoconferencing may be best for introductory conversations among students, online discussion boards may be utilized for student teams to share their project progress, faculty at both institutions may provide asynchronous video lectures, students could communicate outside the formal class structure using social media, or Google docs could be used to co-create written assignments. Ultimately, the technologies utilized should be readily available to students in both countries. Fortunately, there are many free options.

COIL is not a replacement for study abroad. However, it is not uncommon for COIL courses to include an international component. Unlike some traditional study abroad programs, COIL provides an intentional, structured way for students and faculty to engage across cultures. According to one student, “I would love to have at least one COIL class every semester. It really changed my whole academic experience and my personal life. I’ve been so eager to have that experience again…  It really broadened my horizons” (SUNY COIL Center, Perspectives on COIL).

Unlike study abroad, COIL does not have the added expense of international travel. Additionally, it does not require students to leave their personal or work obligations that they manage at home. Because of these factors, COIL is a powerful tool to engage all SDSU students in global learning regardless of income, time constraints, family or work commitments, or interest in international travel. All students deserve the opportunity to engage in a meaningful global learning experience. COIL democratizes global learning by removing many barriers that have traditionally stood between underserved students and international experiences.

COIL is integrated into the learning process. Faculty members at SDSU and at the partner institution should customize it to fit the mission, culture, and learning outcomes of their department and broader institutional goals. COIL is applicable to any discipline and has been successful across disciplines. Although the majority of COIL modules have been offered in English or in a target language as a language course, tools such as Google translate can be used to narrow language gaps.

If I develop a COIL module, will I be compensated?

Developing a new COIL module requires a significant time commitment. International Affairs is exploring ways to compensate faculty members for COIL development with course release time or a stipend.

Is language a barrier for the projects? If so, how should it be overcome?

Overcoming the challenges presented by language differences is key to ensuring student success on both sides of the COIL module. You may choose to integrate a language component so students receive introductory language training then use apps such as Google Translate to help bridge the gap. Depending on the time and resources available, it may be possible to have lectures subtitled.

You mention that COIL can be offered with study abroad. Can you explain further?

COIL modules have been successfully combined with a travel component. For example, you may decide to virtually connect with a partner institution prior to an in-country element. This could involve you taking your students to the partner institution and/or the partner institution students and faculty member coming to San Diego.

Is COIL appropriate for my discipline?

COIL has been successful across all disciplines and often connects courses in different disciplines. It is an effective way to engage students in an intercultural context while delving deep into their major area of study or exploring its intersections with other disciplines. For example, an HTM class could be paired with a Hospitality course in Japan to facilitate the exploration the differences and similarities of the U.S. American and Asian perspectives on hospitality and service. Conversely, a public health course at SDSU could be paired with an architecture course at a university abroad. Projects for this group could include students co-designing various buildings (e.g. offices, hospitals, DMVs, etc.) that promote wellbeing.

Does COIL have to be offered with a university abroad? Can I create COIL with a business or NGO instead?

COIL facilitates project-based learning across cultures and could certainly be offered with organizations other than colleges or universities. However, it is important that students work with peers from different cultures. Recruiting students in the target culture may be arranged by your industry colleagues abroad but would likely add a layer of coordination on their part.

Can International Affairs connect me with a co-instructor abroad?

We are exploring ways to connect SDSU faculty members with faculty members at our existing partner institutions. Please contact us to indicate your interest in future efforts. However, if you have existing relationships with colleagues abroad, you certainly may develop a COIL module together.

What technology can I use?

There is not one specific platform that we recommend. Instead, you will work with your co-instructor abroad to determine the best technologies to meet your needs. We highly recommend testing each platform prior to starting your course.

How does grading work?

It is important that you and your co-instructor reach agreement on your shared expectations regarding COIL participation and student accountability. To the degree possible, students at both institutions should be held to the same standards. Maintaining consistency across institutions regarding participation expectations and grading helps ensure a positive student experience. Grading for your COIL module will be integrated into the overall course grade.

Do my students need to enroll in the course offered abroad?

No, SDSU students enroll in the SDSU course and the students at the partner institution enroll in the course at their institution.

Will COIL fulfill my students’ international experience requirement?

This will be determined by their college. Please consult with your college International Affairs Liaison and encourage them to contact International Affairs with questions.

What components should I include in my COIL module?

The goals of COIL are to engage students in an intercultural experience that challenges them to:

1. Critically reflect on their own identity in relation to their peers abroad
2. Assess ways in which their personal choices and actions may affect those in other parts of the world
3. Integrate diverse perspectives on global issues through engagement with and learning from their peers abroad
4. Develop tools to stay informed and engaged with global challenges through ongoing learning

To achieve these goals, we recommend integrating assignments that require students to research the target culture, discuss expected challenges to working together, critically self-reflect on what made them uncomfortable about the experience and why, consider the role culture plays in their own and their peers’ behavior, explicitly ask them to identify the tools they will use to stay informed of global issues. Of course, your specific requirements and assessments will be unique to your course.

Please note these outcomes may evolve as we engage more faculty feedback. Updated Global Learning Outcomes will be provided on the International Affairs website.

Is IT support available?

SDSU’s Instructional Technology Services (ITS) is available to support you in the effective uses of academic technologies for your COIL module. The best way for faculty to access ITS's support is via its.sdsu.edu/support. When considering appropriate technologies for your course goals, it is critical that your co-instructor and students at the partner institution have access to the same technology.

Can COIL be developed with more than one partner abroad?

Absolutely! While it may be more challenging to work with co-instructors in different countries across different time zones, it certainly is possible.

Where can I find more resources?

Although peer-reviewed articles on the COIL pedagogical approach are still limited, many institutions around the world are successfully using COIL and a good deal of information is available online. The SUNY COIL Center is the most comprehensive resource for COIL in the U.S. You may visit them at http://coil.suny.edu/

Do students have to pay an additional fee to participate?

Students do not pay an extra fee for a COIL course compared to a non-COIL course.

How long is the normal timeline for the establishment of a COIL module from idea to inception?

Because COIL courses are bi-lateral and require the active participation of at least two instructors based at different institutions, the complete process of engagement and course development usually takes at least three months and more often six months. If you already have a commitment from a partner institution and have identified interested and motivated instructors at both institutions, you could certainly develop COIL for this upcoming spring semester (Canadian Bureau for International Education, 2020).

In a typical COIL module what percentage of the format is asynchronous? Synchronous?

There is a spectrum of possible course formats that determines the answer to that question, so it is hard to generalize. This decision is also shaped by the time difference between the partners, the level of common language fluency and the network bandwidth available to students, especially if they do not have access to university technology during the pandemic. We suggest 75% asynchronous and 25% synchronous might be typical, but there are certainly cases where these percentages would be reversed or where a course might be either 100% synchronous or asynchronous (Canadian Bureau for International Education, 2020).

The most difficult part in this program is finding students to participate. How can I persuade my students to join?

In most cases, students enroll in courses that have a COIL component without knowing they will have this experience. That is, COIL is usually added to pre-existing courses as an overlay or as a new unit, possibly replacing part of the course content. Students may only find out they will work with international students when they attend their first class. The advantage of this model is that the students least likely to select an international experience will be brought into one, possibly having a transformative experience. However, it is also possible to promote the international COIL module prior to registration. In most cases this attracts students, who usually do not require much persuasion and are often curious and enthusiastic (Canadian Bureau for International Education, 2020).

In general, how many students do you recommend for COIL programs?

It varies but we recommend that students work in small, intercultural teams so there are ways to manage large groups and to balance unequal class sizes. Small groups are usually 4-6 students per team (with at least 2 on each side of the partnership) (100,000K Strong in the Americas, 2020).

How do you manage the time when you work with people in different zones?

COIL modules do not have to be synchronous, in fact, it can be difficult to create synchronous opportunities even if the time zones are similar because the classes for both professors and their students are usually at different times. But you can create opportunities for students to have synchronous meetings with a small group of students they are partnering with outside of class if that is appropriate for your goals, and students could record their interactions for you (Zoom or similar) (100,000K Strong in the Americas, 2020).

Are there any drawbacks or limitations of using COIL? or things that we might consider when doing this collaborative work?

It is very rewarding, but is time consuming. Certainly, well worth the effort! (100,000K Strong in the Americas, 2020).

100,000K Strong in the Americas. (2020, June 25). Tools & tips for virtual education programs:
    An introduction to collaborative online international education (COIL) and 100K
    partnerships [Webinar]. http://www.100kstrongamericas.org/webinars/

Canadian Bureau for International Education. (2020, May 28). Introduction to COIL [Webinar].
    https://cbie.ca/events

de Wit, H. (2013, June 1). COIL—virtual mobility without commercialisation. University World
    News. https://www.universityworldnews.com/post.php?story=20130528175741647

SUNY COIL Center. (2020, June 20). SUNY COIL Homepage.
    https://innovate.suny.edu/introtocoil/

SUNY COIL Center. (2020, June 20). Perspectives on COIL.
    https://innovate.suny.edu/introtocoil/perspectives-on-coil/

Ward, H. H. (2016). Internationalization in Action: Special Edition, Connecting Classrooms:
    Using online technology to deliver global learning. American Council on Education.
    https://www.acenet.edu/Research-Insights/Pages/Internationalization/ComprehensiveInternationalization.aspx

SDSU International Program Leader Travel Companion Policy

The health, safety and security of students, faculty, and staff is a central feature of the planning and operation of international programs. The program leader’s chief responsibility lies with the program participants. To ensure this commitment is not compromised, SDSU recommends that program leaders not travel with companions during the program dates.

Normally a travel companion is a member of the program leader’s immediate family/partnership that resides in the same household. SDSU discourages program leaders from bringing friends and extended family members along as travel companions.

Not all programs are suitable for travel companions. Programs that travel to different locations without a home base present logistical challenges, which may distract from the program leader’s ability to manage the program.

In recognition that on occasion a travel companion may accompany a program leader during the program dates, the following policy applies:

1. Program leaders must participate in all activities listed on the program itinerary. They may not opt-out of cultural tours or events to spend time with a travel companion.
2. Travel companions shall not interfere with the program leader’s responsibilities to the program or availability to the students. They must not detract from any student’s academic or cultural experience abroad.
3. Travel companions are not program participants; they may not participate in any portion of the activities listed in the itinerary including on-site transportation (e.g. airport pick up and drop off), meals, excursions, etc. Travel companion contact with students (if any) should be informal and incidental.
4. Travel companions may not act in any administrative role or be responsible for program logistics. They may not represent themselves as employees of SDSU.
5. Per their contract with SDSU, in-country study abroad program providers are not permitted to make logistical arrangements for individuals other than program participants and program leaders. It is the responsibility of the program leader or travel companion, not the in-country provider, to make their own logistical arrangements.
6. Travel companions must pay for their own travel and related expenses. For example, travel companions must pay for the cost differential between a single and double room.
7. Program leaders traveling with minors must provide appropriate supervision for the minor during the program activities. Supervision must be available on an “on call” basis in the event of an emergency or event that requires the program leader response during off hours. Program participants or local guides/onsite coordinators cannot be tasked with this responsibility.
8. Program leaders are covered by the CSU Foreign Travel Insurance plan when traveling abroad on SDSU business and have the option to purchase coverage for their immediate family members. SDSU strongly recommends that all travelers be covered by the same policy to coordinate assistance in the event of an emergency.