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University of Oslo (UiO), University of Texas at Dallas (UTD) and Kansai University

Overview

In Fall 2023, the University of Texas at Dallas (UTD)and Kansai University successfully launched a Virtual Exchange/Collaborative Online International Learning (VE/COIL) partnership focused on global aging. The original plan for this initiative included the University of Oslo (UiO) as a third partner, but due to unforeseen challenges with engagement and participation, the collaboration ultimately continued without their involvement. 

This COIL project brought together 58 undergraduate and graduate students from UTD’s Adult Development and Aging course, led by Professor Chandramallika Basak, and Kansai University’s Contemporary Gender Studies course, led by Professor Don Bysouth. Despite initial setbacks, the partnership fostered a rich exchange of ideas and cross-cultural learning opportunities.

COIL Instructors

  • Chandramallika Basak, associate professor of psychology in the School of Behavioral and Brain Sciences and director of the Lifespan Neuroscience and Cognition Lab at UTD’s Center for Vital Longevity

    Chandramallika Basak is an Associate Professor of Psychology and Director of the Lifespan Neuroscience and Cognition Lab at the University of Texas at Dallas. Her research focuses on cognitive aging, particularly how the brain attends to, remembers, and dynamically updates information. She examines the effects of aging, cardiovascular health, and cognitive training on brain networks and cognition, with expertise in conducting clinical trials with neuroimaging outcomes.

    Basak holds a BSc in Mathematics and an MSc in Psychology from the University of Calcutta, and a Ph.D. in Experimental Psychology from Syracuse University. She has held prestigious fellowships, including the Beckman Institute Fellowship, and her research is funded by the NIH and various foundations. Basak’s accolades include an Early Career Research Award and recent recognition in UTD’s Big Idea Competition. She is a dedicated advocate for diversity and inclusion and actively mentors students through the APA’s mentor match program.

    Darren Crone, assistant provost of Educational Technology Services

    Darren Crone is the Assistant Provost of Educational Technology Services at The University of Texas at Dallas. He leads a team of faculty mentors, instructional designers, and multimedia specialists who support the development and delivery of online and hybrid courses. Darren also oversees the university’s classroom technology and a 300-seat testing center, ensuring seamless integration of technology in both physical and virtual learning environments.With over two decades of experience in distance education,Crone specializes in instructional design, faculty development, and classroom technology. His work includes guiding instructors through course development, from learning theory to media creation, and providing ongoing support to optimize teaching and student outcomes. His technical and managerial expertise in online learning has been honed through years of hands-on experience in education and technology.

  • Don Bysouth,  specially appointed associate professor, International Division and Researcher, Center for Teaching and Learning Development, Kansai University

    Don Bysouth currently serves as a Specially Appointed Associate Professor in the International Division at Kansai University and is also a researcher at the university's Center for Teaching and Learning Development. His research primarily focuses on social psychology, group behavior, and intercultural communication in educational settings. Bysouth's work extends to exploring intercultural and interactional competence in technology-mediated education, with a focus on the development of collaborative online international learning models for higher education in Japan.  He holds a Ph.D. in Social Psychology from Murdoch University in Australia.

    Rob Kuipers, specially appointed coordinator, Institute for Innovative Global Education (IIGE), Kansai University

    Rob Kuipers works as a specially appointed coordinator at IIGE, facilitating the coordination of the COIL initiative at Kansai University as well as various COIL, virtual exchange and mobility programs.  His research areas of interest are international education and education for sustainability. Kuipers has worked as a research assistant for various projects at universities and international organizations in Japan. He holds a master's degree in global environmental studies from Kyoto University, with a specialization in environmental education. 

Curricular Framework

This COIL partnership focused on global aging, with students exploring various aspects of aging from neuroscience, biological, and sociological perspectives. The courses integrated both synchronous and asynchronous activities, utilizing digital tools such as video self-introductions and online group projects to facilitate cross-cultural engagement.

Key elements of the collaboration included:

  •  Interviews with Elders: Students interviewed older adults from both the U.S. and Japan to identify practical aging challenges such as memory loss, technology adaptation, and cardiovascular health issues. These interviews served as the foundation for their collaborative research projects.
  • Group Research Projects: Mixed groups of UTD and Kansai University students conducted joint research on aging issues, focusing on how factors like physical health, mental well-being, and social engagement vary with age and gender across different cultures.

  • Video Presentations: Each group created a multimedia presentation summarizing their findings and proposing solutions for addressing aging-related challenges in both cultural contexts. The projects highlighted shared global issues, as well as unique cultural approaches to aging.

    Photo: Professor Chandramallika Basak reviewing the COIL assignment with her students in the 'Adult Development and Aging' course at the University of Texas at Dallas, October 2023.

Goals & Outcomes

The COIL initiative aimed to:

  • Enhance Global Awareness: By studying aging through a cross-cultural lens, students developed a deeper understanding of how different societies address aging challenges.
  • Foster Intercultural Communication: Through collaborative research, students improved their ability to work effectively in diverse teams, honing both their verbal and non-verbal communication skills.
  • Apply Theoretical Knowledge: Students translated their academic learning into practical insights by analyzing real-world aging challenges and proposing culturally responsive solutions.

Activities

  • Interview Elder Adults: Students from both countries conducted interviews with seniors, focusing on aging-related issues such as technology adaptation, memory loss, and social isolation.
  • Research and Collaboration: Teams researched how these challenges are influenced by cultural and societal factors and discussed how they would approach aging differently in each cultural context.
  • Video Project: Each group created a video summarizing their research, including conclusions and suggestions for addressing aging challenges in both a local and global context. The videos were shared with the broader class for feedback and discussion.

Results & Impact

The COIL project had significant outcomes in fostering intercultural competence and global awareness:

Positive Outcomes

  • New Cultural Insights: Students appreciated the opportunity to gain new perspectives on aging in different cultures. Many noted that they enjoyed engaging with peers from another country and learning about cultural approaches to common global challenges.
  • Increased Global Awareness: Many students reported that the experience increased their interest in international issues and highlighted the importance of cultural context in addressing aging challenges.
  • Desire for Future Engagements: A majority of participants expressed interest in engaging in future COIL modules or international education opportunities.

Areas for Improvement

  • Organizational and Logistical Challenges: Some students encountered difficulties coordinating across time zones and managing project logistics.
  • Institutional Support: Several students felt that stronger institutional support could have improved their overall experience and made it easier to navigate the demands of the COIL module.
  • Technical and Communication Issues: The 13-hour time difference between the U.S. and Japan posed challenges for synchronous sessions, with some students struggling to manage their schedules.

Testimonials and Experiences

Cultural Insights and Global Awareness

Engaging with students from another country helped me learn about cultural values and tendencies that differ from my own. It was eye-opening to see how people from different cultures approach similar topics in unique ways.

 — Psychology Student, University of Texas at Dallas

Increased Interest in Travel and Global Engagement

Traveling abroad is higher up on my bucket list. The wide variety of cultures can sometimes be overwhelming; this project made it less so.

— Psychology Student, University of Texas at Dallas

Professional and Personal Growth

This experience gave me a deeper understanding of how cultural contexts influence healthcare practices. I feel much better equipped to work in a multicultural environment.

— Nursing Student, Kansai University

Collaboration Success

I think one of the greatest rewards was being able to participate with students in another country and successfully put together a nice presentation.

— Interdisciplinary Studies Student, University of Texas at Dallas

Future Directions

This COIL initiative between UTD and Kansai University has set the foundation for further collaboration, with plans to expand the partnership to include more students and integrate additional topics related to aging and healthcare. Both institutions are committed to addressing the logistical challenges identified during this first iteration to enhance the student experience in future COIL projects.