VID Specialized University and St. John's University (NY-USA)

Overview

Initiated in January 2023, this project demonstrates how COIL can bring together institutions with no prior partnerships, enabling them to easily find common ground through shared values and learning goals, while serving the Christian-based identities of each institution.

Both VID Specialized University in Oslo, Norway, and St. John's University in Queens, New York, are deeply committed to expanding their global reach and impact through strategic international collaborations. This commitment was formalized with the recent signing of a Memorandum of Understanding (MOU), which underscores their dedication to strengthening partnerships both with each other and with institutions worldwide.

The collaboration was characterized by meticulous planning and coordination between instructors, instructional designers, and administrators, ensuring a structured yet flexible teaching and learning environment. This dual-layered collaboration reflects both institutions' shared values and commitment to providing transformative educational experiences that prepare students for the challenges of a diverse and interconnected world.

Curricular Framework

This COIL collaboration offered an innovative cross-cultural exchange between graduate students in Professor Kivle’s Exploring Urban Communities course at VID and first-year undergraduate students in Professor Upton’s First Year Seminar: The City and Social Imagination at SJU. The initiative explored the concept of community, focusing on its variations across cities and cultures through critical scholarly approaches.

The course connected students from significantly diverse age groups and backgrounds:

St. John’s University, Queens, NY

• Age Range: First-year undergraduate students predominantly 18-19 years old.
• Backgrounds: Students at St. John's are a mix of local and national, with many coming from across the United States. A significant portion of the student body consists of first-generation college students, bringing unique views and experiences that enrich the classroom dynamic.

VID Specialized University, Oslo, Norway

• Age Range: Master students from a broader age range from 25 to 45 years old, with the majority around 30 years old.
• Backgrounds: The students at VID typically have more life and professional experience, which they bring into the academic setting. This maturity and varied professional background add depth to discussions and collaborative projects, especially in exploring concepts like community across different cultures.

The collaboration focused on community development, with students exploring their urban environments in New York City and Oslo through cultural activities, interviews, and field visits. The professors grounded the collaboration in influential approaches to community practices, encouraging students to reflect critically on the concept of community.

The teams worked closely together to define shared student learning outcomes (SLOs), such as “construct collective definitions for community,” “reflect critically on power relationships in everyday life,” and “adapt and apply a deep understanding of multiple worldviews.” These SLOs were achieved through mixed groups of students collaborating on various activities, culminating in a presentation on what they learned about each other’s communities.

Goals & Outcomes

The collaboration was built on well-defined SLOs aimed at enhancing intercultural understanding and collaboration. 

Pre- and post-COIL surveys were conducted to assess students' expectations and perceived outcomes. A majority of students reported that they met the course’s objectives, including:

• Understanding the interrelationships between multiple perspectives (personal, social, cultural, disciplinary, environmental, local, and global).
• Demonstrating awareness of their own cultural biases and how these influence their perceptions and behaviors.

Challenges included navigating cultural differences and effectively using digital collaboration tools. During breakout sessions, where students worked on group activities, many chose to keep their cameras off, making it challenging to discern the institutional origin of participants.

However, the students’ interest in further exploring these topics suggests a promising future for expanding the curriculum to include more focused modules on global issues.

Activities

Students engaged in group discussions and collaborative activities, which culminated in a final presentation. Despite challenges such as varying group sizes and virtual communication barriers, the collaboration proved successful in fostering cross-cultural understanding.

The partnership with local community gardens, introduced by Professor Upton as part of SJU’s Academic Service Learning requirement, was particularly impactful. This hands-on element resonated with the overarching theme of “community,” and it provided students with practical experiences that enhanced their learning.

Results & Impact

The collaboration between St. John’s University (SJU) and VID Specialized University successfully navigated the complexities of international, cross-cultural teamwork, albeit with some challenges. Students from SJU, predominantly younger and less experienced in global collaboration, found it difficult at times to fully engage with their more mature and professionally seasoned VID counterparts. This difference in academic stages occasionally resulted in communication barriers, particularly during digital breakout sessions, where students often kept their cameras off, leading to less personal interaction.

Despite these obstacles, the project yielded valuable outcomes for students and instructors alike. The focus on "community" as a central theme was particularly effective. SJU students were inspired by the methods used in the VID course on community development, leading to the creation of new local partnerships in New York City’s community gardens. These partnerships became integral to SJU’s Academic Service Learning program, offering students hands-on experiences that aligned with the course's objectives.

Both institutions benefited from these collaborations, as the practical aspects of community engagement provided a meaningful bridge between theory and real-world application. VID’s graduate students, who brought more life experience and professional insight, played a crucial role in elevating the discussion around community. They provided a depth of analysis that enriched the learning experience for all participants, particularly in exploring how different societies define and approach the concept of "community."

Further, the pre- and post-COIL surveys revealed significant growth in students' intercultural awareness and understanding. While students initially faced difficulties adjusting to the virtual nature of the collaboration, by the end of the project, many had developed a more nuanced understanding of both their own cultural biases and those of their international peers. The project helped break down preconceptions about cultural identity and allowed students to explore global perspectives in a way that enhanced their academic and personal development.

Testimonials & Experiences

The COIL collaboration elicited strong emotional and intellectual responses from both student bodies. Written feedback from students at both institutions emphasized the value of cross-cultural interactions, as well as the challenges they encountered during the collaboration.

Student Testimonials
Students from St. John’s University reflected on the positive impact of working with their Norwegian counterparts:

This was a unique experience that opened my eyes to how people from different parts of the world think and live. I especially enjoyed learning about how community is defined and practiced in Norway—it really challenged me to think more deeply about our own community structures in New York.

I realized through this collaboration how much I can learn from people with different life experiences. The graduate students at VID helped me think critically about the concept of community, and it made me appreciate the different perspectives we all bring to the table. 

I want to explore more cultures and engage with more students from different backgrounds. This COIL experience showed me that learning goes beyond the classroom, and I’m now considering studying abroad to continue this type of interaction.

For students at VID, working with younger peers from SJU provided a refreshing contrast:

It was interesting to work with students who are just starting their academic journey. They brought fresh perspectives that I hadn't considered, and it made me rethink how I approach the topic of community in both a personal and professional context.

Although we had some challenges with communication, particularly when it came to digital tools, I found the experience incredibly enriching. It made me more aware of the importance of clear, open communication, especially when working across cultures.

Faculty Reflections
The instructors also noted significant learning and development, not only for the students but also in terms of their own pedagogical approaches.

Professor Upton from SJU reflected,

Facilitating this course was as much a learning experience for me as it was for the students. The challenges we faced, particularly around communication and cultural differences, helped me refine my teaching strategies. I’ve gained insights into how we can better structure future COIL projects to foster deeper connections between students.

Professor Kivle from VID noted, 

The collaboration allowed me to see how we can take abstract academic concepts and apply them to real-world settings. The students' feedback has been invaluable, and it’s encouraging to see how much they gained from working together across such diverse backgrounds.

Future Directions

Building on the insights and lessons learned from this collaboration, both institutions are committed to improving and expanding future iterations of the COIL program. The reflections from students and faculty provide a solid foundation for refining the structure of the program, ensuring that future collaborations foster even deeper cross-cultural understanding and engagement.

Deepening Partnerships:
SJU and VID have already begun discussions on how to further expand their COIL efforts, with a specific focus on integrating more disciplines and including a wider range of student demographics. The plan is to incorporate these projects into more courses, thus giving students across various fields of study the opportunity to benefit from this rich cultural exchange.

Incorporating Research and Service:
Both institutions are also exploring the possibility of conducting joint research projects that will examine the pedagogical impacts of COIL initiatives. These projects would not only contribute to the academic community but also help refine the COIL methodology itself, making it more adaptable and accessible to a broader range of institutions.

Through these expansions, SJU and VID are demonstrating their long-term commitment to leveraging international collaboration as a tool for enhancing global education, preparing students to thrive in an increasingly interconnected world.