Virtual Exchange in Community Health Nursing: Identifying Social Determinants of Health and Enhancing Global Health Awareness - Ghana

Course - Caring for Families and Communities

Clinical Assistant Professor Dr. Marcella Davies from the Byrdine College of Nursing and Health Professions is leading a Fall 2024 virtual exchange (VE) initiative between nursing students in the U.S. and Ghana. This project, in collaboration with Mrs. Doris Grace Kpongboe from Valley View University, Ghana, focuses on exploring social determinants of health and fostering a deep awareness of global health issues. Through Padlet-based interactions, students examine health challenges within diverse cultural contexts, aiming to improve cultural competence and enrich their understanding of global health dynamics. This exchange equips students with essential insights into community health nursing on a global scale.

 

Collaborative Online International Learning (COIL) in Neurologic Assessment - Belgium

Course - Neurologic Assessment and Intervention Across the Lifespan II

Associate Professor Veronica Rowe and Clinical Assistant Professor Emily Buchman from Georgia State University’s Byrdine College of Nursing and Health Professions lead a Fall 2024 COIL project with Howest University of Applied Sciences in Belgium. This collaboration allows occupational therapy students from both institutions to engage in cross-border learning focused on neurologic assessment practices. Using Microsoft Teams, students work together to develop skills in assessing and treating neurological conditions, gaining valuable insights into international healthcare practices and expanding their cross-cultural competencies in occupational therapy. 

Cross-Cultural Collaboration via Virtual Exchange in Large Biology Courses - China

Course - BIOL 2107K: Principles of Biology I

Senior Lecturer Dr. Hongmei Zhang from Georgia State University's College of Arts and Sciences leads a Fall 2024 virtual exchange project in partnership with Southwest Jiaotong University in China. This initiative integrates cross-cultural collaboration within large biology courses, focusing on both discipline-related projects and cultural exchange activities. Through platforms like Zoom and VoiceThread, students from both universities engage in collaborative projects and discussions that enhance their understanding of biology while fostering global perspectives. These sessions aim to build cross-cultural skills essential for success in a diverse, interconnected scientific community.

 

Virtual Exchange Project: Cultural Brochure Creation - Japan

Course - Advanced Japanese 1

Lecturer Taeko Namura from Georgia State University’s College of Arts and Science leads this Fall 2024 Virtual Exchange project in partnership with Osaka Metropolitan University in Japan. Students enrolled in Advanced Japanese 1 will collaborate with international partners to create informative brochures, such as guides for short trip destinations in Japan. Through direct interactions via Zoom and email, students gather cultural insights and recommendations, enhancing their understanding of Japanese locales and cultural nuances. This exchange not only strengthens students' communication and language proficiency but also fosters a cross-cultural learning experience.

 

Chinese Language and Culture Learning Through Virtual Exchange - China

Courses - CHIN 1001, CHIN 1002, CHIN 2001, CHIN 3001

Ph.D students Yali Feng, Huan Zhani, and Professor Shuai Li from the College of Arts and Sciences at Georgia State University led a virtual exchange project connecting 87 GSU students with 55 students from Minzu University of China (MUC). This collaboration aims to enhance intercultural communication and language proficiency among students of Chinese language and cultural studies at GSU and MUC students majoring in Teaching Chinese as an International Language. Through weekly WebEx, WeChat, and Instagram interactions, participants are engaged in language practice and discussions on diverse cultural and societal topics. The program’s impact will be assessed through surveys, reflection journals, and student participation records, offering valuable insights into the benefits of virtual intercultural exchanges. 

PERSPECTIVE: COMPARATIVE CULTURE - PERS 2001 - Spain

Course - PERS 2001: Comparative Culture

Clinical Associate Professor Ruchi Bhatnagar from College of Education and Human Development leads a Fall 2024 Virtual Exchange (VE) project in partnership with Universidad Católica de Valencia (UCV) in Spain. The PERS 2001 course engages students in exploring complex social issues such as equity, race, gender, sexuality, socio-economic disparities, implicit biases, and stereotypes. Through immersive community experiences and reflective assignments, students deepen their understanding of social justice themes. Collaborating with UCV education students studying diversity and multiculturalism, this project offers a cross-cultural perspective, promoting critical thinking, appreciation of diverse values, and technological literacy. With a special focus on identity, democracy, and agency amidst the U.S. presidential elections, this exchange fosters meaningful dialogue and global professional communication skills.

 

Exploring International Virtual Exchange for Personal Development in Health Science - South Africa

Course - Clinical Exercise Physiology

Clinical Instructor Courtney Strosnider from the College of Education and Human Development at Georgia State University is leading a Fall 2024 virtual exchange project in partnership with North-West University in South Africa. This initiative aims to prepare undergraduate health science students for global citizenship and professional healthcare roles in an interconnected world. Through platforms like Zoom and Padlet, the project explores students' perceptions of intercultural competence development, fostering skills essential for effective healthcare delivery in diverse, multicultural environments. This exchange provides a valuable opportunity for personal growth and learning, equipping students with insights into global health challenges and collaborative practices.

 

Virtual Exchange Project on Physical Activity and Health - Brazil

Course - Introduction to Kinesiology and Health for Exercise Science Majors

Clinical Instructor Courtney Strosnider from the College of Education and Human Development at Georgia State University leads this Fall 2024 Virtual Exchange (VE) project in partnership with Annelise Lins Meneses from Universidade de Pernambuco in Brazil. This initiative allows students to explore the global impact of physical activity on health through collaborative discussions and projects. Utilizing platforms like Google Classroom and Padlet, students gain insights into diverse cultural approaches to physical activity and potential career pathways within exercise science and health education. This VE project fosters international collaboration and enriches students’ understanding of physical activity’s role in global health.

 

Fostering Cross-Cultural Understanding in Elementary and Social Studies Education through Virtual Exchange - Taiwan

Course - ECE3605: Early Childhood Education

Associate Professor Yali Zhao from College of Education and Human Development leads a Fall 2024 Virtual Exchange Project in partnership with Dr. Yungho Huang from the National Taipei University of Education (NTUE) in Taiwan. This initiative connects GSU and NTUE students to deepen cross-cultural understanding and collaboration in elementary and social studies education. Students exchange class projects and inquiry-based lesson plans, sharing instructional strategies and cultural insights. Utilizing Padlet, students participate in virtual discussions and showcase interactive work, enhancing their global perspective on social studies and elementary education. 

Recognizing Misinformation and Disinformation in the Media - Canada

Course - PERS 2002: Scientific Literacy in the Modern Era

Assistant Professor Emily Blalock and Associate Professor Jay Dunn from Perimeter College lead a VE project in collaboration with Seneca Polytechnic College in Canada. This initiative focuses on identifying and understanding misinformation and pseudoscience in news headlines and social media. Through Google Drive-based collaboration, students will analyze cross-cultural perspectives on what constitutes misinformation and pseudoscience, as well as effective methods to counteract them. The project aims to equip students with critical thinking skills needed to assess media sources and develop a nuanced understanding of scientific literacy in today's digital landscape.

 

PORT 1002 Language and Cultural Exchange with a Spotlight on Identity and Placemaking - Brazil

Course - PORT 1002: Elementary Portuguese

Associate Professor Andrea DiBenardo from Perimeter College leads a VE project designed for elementary-level Portuguese students. This language and cultural exchange, in partnership with Spring Idiomas in Brazil, enables students to practice their Portuguese skills by communicating directly with native speakers. Under the guidance of Antonieta Garcia Ureta, students will explore cultural themes such as identity and placemaking, enhancing their language proficiency and cultural understanding. Using computers and phones for communication, participants will gain real-world experience in conversational Portuguese, broadening their perspectives on Brazilian culture and identity.

 

Analyzing Environmental Sustainability Practices of Local Corporations – A Virtual Exchange Collaboration - Brazil

Course - Honors Introduction to Sociology

Associate Professor Kathy Dolan from Perimeter College is leading a VE project that facilitates a five-week virtual exchange between sociology students in the U.S. and Brazil, in collaboration with The Paula Souza Center (CPS) in São Paulo. Titled "Analyzing Environmental Sustainability Practices of Local Corporations: A Cross-Cultural Perspective," this project engages students in examining and comparing sustainability practices among corporations in both countries. Using tools like Zoom and WhatsApp, students will collaborate to gain insights into cultural differences and shared challenges in corporate environmental responsibility, enhancing their understanding of global sustainability practices and cross-cultural perspectives.

 

Technology Inequity: A Cross-Cultural and Cross-Discipline Examination - Canada

Course - Introduction to Sociology

Lecturer Hosanna Fletcher from Perimeter College is leading a VE project in collaboration with Seneca Polytechnic in Canada. This project, titled "Technology Inequity: A Cross-Cultural and Cross-Discipline Examination," invites students to examine the global disparities in technology access and usage. Working with Canadian peers, students will explore the sociological, economic, and cultural dimensions of technology inequity, utilizing Padlet for collaborative discussions and resource sharing. Guided by Shereen Hassanein from Seneca’s Arts and Science Department, the project emphasizes cross-cultural insights and critical thinking, as students collaboratively craft solutions to address technology inequities on a global scale.

 

Share Your Life by Sharing Your Japanese -Japan

Course - Japanese 1002

Instructor Harumi Kimura from Perimeter College leads a unique cultural VE project, "Share Your Life by Sharing Your Japanese," for Fall 2024. This initiative connects elementary-level Japanese language learners in the United States with advanced-level learners in Japan. Through platforms like PPT and Padlet, students from both countries share their experiences and practice language skills in Japanese, fostering cross-cultural understanding and enhancing language proficiency. This collaboration with ICT College, Ehle, in Japan, guided by instructor Yuka Fushio, provides a meaningful way for students to engage in real-world Japanese communication.

 

Designing Vegetable Gardens - Brazil

Course - BIOL1104: Introduction to Biology II

Associate Professor Dr. Heather Zimbler-DeLorenzo from Perimeter College leads a VE project on "Designing Vegetable Gardens" in collaboration with FATEC Taquaritinga in Brazil. This initiative allows biology students to design and plan vegetable gardens, incorporating principles of sustainable agriculture and biology. Working with Brazilian counterparts, including Dr. Vanessa Vieira, Katia Galatti, and Talita Nunes, students use WhatsApp and Zoom to collaborate, exchange knowledge, and explore the environmental and biological aspects of garden design. This project not only enhances students' understanding of plant biology but also fosters international teamwork and cross-cultural learning in the context of life sciences.

 

American Identity - Israle

Course - English 1101

Associate Professor Michelle Kssorla from Perimeter College is facilitating a VE project on "American Identity" in collaboration with Al Qesemi College of Education in Israel. This course examines the unique foundation of the United States, emphasizing that America is built on ideas rather than ancestry. Through readings, discussions, and assignments, students will explore the concept of American identity, its evolution, and its implications. Utilizing tools like Canvas, AI, Word, Zotero, and Zoom, this course fosters critical analysis and cross-cultural perspectives, allowing students to engage with diverse viewpoints on what it means to be American.

 

Bridging Cultures Through Language and Literature: A Bilingual Exchange - Honduras

Course - SPAN 1001: Spanish Language

Lecturer Stephanie Langston from Perimeter College facilitates the "Bridging Cultures Through Language and Literature" bilingual exchange project in collaboration with Universidad Pedagógica Nacional Francisco Morazán in Honduras. This VE project pairs Spanish 1001 students from GSU with Honduran students in an English literature class, fostering cross-cultural connections through language and literature. Using platforms like WebEx, Zoom, Google Drive, and Padlet, participants engage in discussions and collaborative assignments, enhancing language skills and cultural understanding. This exchange encourages students to explore linguistic diversity and gain insights into each other's literary traditions.

 

Perimeter’s Rigorous and Optimal Virtual Exchange with MICO (PROVE–M) - Jamaica

Course - Math 1113

Associate Professor Dihema Longman from Perimeter College leads the Fall 2024 "PROVE–M" Virtual Exchange Project, in collaboration with MICO University College in Jamaica. This VE initiative fosters cross-cultural dialogue and strengthens global connections between GSU Perimeter College and MICO, with a focus on enhancing students' mathematical identity and communication skills. Utilizing platforms like Zoom, Google Docs, and WhatsApp, the project encourages openness to diverse perspectives in mathematics and promotes collaborative problem-solving across borders, enriching students' educational and cultural experiences.

 

Cross-Cultural Communication - Honduras

Course - English Composition I

Assistant Professor Deborah Manson from Perimeter College leads a cross-cultural communication project, connecting first-year English Composition I students with third-year Oral Didactics students from Francisco Morazan National Pedagogical University (UPNFM) in Honduras. This collaboration aims to enhance students' understanding of cross-cultural communication by pairing them with peers from diverse cultural backgrounds. Using platforms like Teams and Padlet, students will engage in joint activities and discussions to develop skills in both written and oral communication, gaining insights into cultural nuances in language use and educational perspectives.

 

Calculus Connections: Exploring Mathematical Horizons through Virtual Exchange - Mexico

Course - Calculus of One Variable I

Professors Behnaz Rouhani and Marjorie Lewkowicz from Perimeter College are leading the Fall 2024 project "Calculus Connections" in collaboration with Universidad Autónoma de Ciudad Juárez in Mexico. This initiative brings together students from diverse cultural backgrounds in an interactive learning experience focused on calculus. Utilizing virtual platforms like Microsoft Teams, students will engage with peers to explore mathematical concepts and their applications across different contexts. The project aims to enrich students' understanding of calculus while fostering cross-cultural communication and collaboration skills, enhancing their global perspectives and appreciation for diverse approaches to learning mathematics.

 

Life in the Universe Virtual Field Trip - Australia

Course - Life in the Universe

Senior Lecturer Dr. David Yenerall from Perimeter College is leading a Fall 2024 virtual field trip in collaboration with Dr. Carol Oliver from the University of New South Wales in Australia. This exchange, conducted via Zoom, is part of the "Life in the Universe" course and aims to build students' intercultural global competencies, enhance communication and collaboration skills, and better prepare them for success in a globally connected workplace. Focusing on astrobiology, students engage in discussions and collaborative projects that explore the possibilities of life beyond Earth, fostering a deeper understanding of both scientific inquiry and cultural perspectives. 

Virtual Teams Consultancy Project GLOBAL MARKET ASSESSMENT:  MENA REGION FALL 2024 - Tunisia

Course - BUSA4000: Global Business

Daniela Rivera Piedra, a PhD student from the Robinson College of Business at GSU, is participating in a Virtual Teams Consultancy Project with peers from the Mediterranean School of Business, Tunisia. Under the guidance of faculty member Asma Chaibi, this Fall 2024 collaboration focuses on assessing business opportunities across the MENA region, including countries like Bahrain, Egypt, and the UAE. The project involves students conducting comprehensive PESTEL analyses through primary and secondary research to provide actionable insights. This project is designed to enhance cross-cultural communication and virtual teamwork, equipping participants with essential skills for navigating international business landscapes.

 

The Global Challenge Virtual Teams Consultancy Project U.S.- AFRICA BUSINESS OPPORTUNITIES - Morocco

Course - BUSA4000: Global Business

Dr. Edward Yihuai Wang, Clinical Assistant Professor at the Robinson College of Business, GSU, leads "The Global Challenge Virtual Teams Consultancy Project" in partnership with ESCA École de Management in Casablanca, Morocco. This project allows students to work in cross-border virtual teams to explore business opportunities across five North African countries: Algeria, Egypt, Morocco, Nigeria, and Tunisia. By focusing on sectors such as healthcare, ICT, consumer goods, and infrastructure, participants will research and analyze potential growth areas, emphasizing Africa’s role as a critical emerging market. The VE project prepares students for the complexities of global business while fostering cross-cultural collaboration skills essential for international consulting.

 

Addressing the Global Water Crisis - Argentina

Course - BUSA4000: Global Business

Senior Lecturer Dr. Evaristo Fernando Doria from GSU’s Robinson College of Business leads a Fall 2024 project, where students from GSU team up with peers from CEMA University in Argentina to tackle a pressing global water crisis issue. This consultancy project involves analyzing a fictitious company's potential market expansion to Egypt, Tunisia, and Morocco. Over four weeks, students will apply frameworks like PESTEL, Hofstede’s Cultural Dimensions, and SWOT, alongside secondary industry research, to create a recommendation report. The objective is to determine the most viable country for market entry based on factors including cultural, economic, and regulatory considerations, fostering students' skills in cross-border analysis and strategic decision-making.

 

Incredible India

Course - IB 3090: International Business

Senior Lecturer Dr. Evaristo Fernando Doria from the Robinson College of Business leads a Fall 2024 Virtual Exchange project with Doon Business School in India. This collaboration immerses undergraduate students in a case study where an American company seeks to enter the Indian market. The project challenges students to adapt U.S.-developed products and services to fit the unique needs of Indian consumers in an emerging market. Utilizing frameworks like PESTEL, Hofstede’s Cultural Dimensions, SWOT, and the Four Risks of International Business, students conduct in-depth market research, refining skills essential for international business strategy and cross-cultural adaptation.

 

Global Market Assessment: MENA Region - Tunisia

Course - BUSA 4000: Global Business

PhD student Fernando Trochez from the Robinson College of Business is participating in the Fall 2024 "Global Market Assessment" project, collaborating with the Mediterranean School of Business in Tunisia under the guidance of Professor Asma Chaibi. This assignment focuses on equipping students with skills to analyze business opportunities and assess risks in emerging MENA economies. Through primary and secondary research, participants will create data-driven recommendations, using data visualization techniques for enhanced insight. The project also emphasizes the importance of working in international virtual teams—using platforms like Zoom, Webex, and WhatsApp—fostering cross-cultural competencies and a global perspective essential for today’s interconnected business environment.

 

Global ETIs - Global Virtual Teams Project - South Africa

Course - BUSA 4000: Global Business

Professor Dr. Mourad Dakhli from Robinson College of Business leads the Fall 2024 "Global ETIs - Global Virtual Teams Project," in partnership with the University of Pretoria in South Africa. This project encourages cross-border collaboration as students analyze the impact of significant global events, trends, and innovations (ETIs) on sustainable development across Africa. Participants select a transformative ETI—such as the global financial crisis, climate change, or the COVID-19 pandemic—and evaluate its implications on various sectors, including manufacturing, education, and health. Through this project, students develop a nuanced understanding of how ETIs affect diverse stakeholders, from multinational corporations to small businesses and individuals, while building essential skills in international teamwork and global issue analysis.

 

The Global Environment and Market Opportunity - Finland

Course - BUSA 4000: Global Business

Associate Professor Dr. Salomao De Farias from Robinson College of Business leads "The Global Environment and Market Opportunity" project for Fall 2024. In partnership with the University of Vaasa in Finland, this initiative places students from GSU and Vaasa University into international teams. Each team selects a country from Africa, Asia, or South America to conduct a comprehensive macroenvironmental analysis using the PESTEL framework, focusing on Political, Economic, Sociocultural, Technological, Environmental, and Legal factors. This analysis aims to reveal critical external factors that influence or inhibit business internationalization decisions. By analyzing the selected country's specific industry context, students will develop insights on why a firm should consider investing in that market. This project promotes a deep understanding of global market dynamics and enhances students' skills in applying strategic business analysis tools.

 

U.S. - Portugal Business Opportunities in Africa - Portugal

Course - BUSA 4000: Global Business

Clinical Associate Professor Salomao De Farias from Robinson College of Business is guiding a collaborative project between GSU and IPAM in Portugal for Fall 2024. The project involves students researching potential business opportunities in Africa for Qubitz, a Portuguese technology startup specializing in innovative blockchain and artificial intelligence solutions. Through PESTEL and market opportunity analyses, student teams will assess factors that could impact Qubitz's entry into African markets, with a focus on identifying strategic avenues for investment and expansion. This project promotes cross-cultural collaboration and strategic thinking, equipping students with practical experience in analyzing emerging markets.

 

Africa-Global Events, Emerging Trends, and Disruptive Innovations: Causes & Consequences - Nigeria

Course - BUSA 4000: Global Business

Senior Academic Professional Temel Cuneyt Evirgen from Robinson College of Business is leading a Fall 2024 project in collaboration with Lagos Business School in Nigeria. This project engages students in identifying and analyzing transformative global events, trends, and disruptive innovations (ETIs) that significantly impact the global or regional landscape, with a focus on Africa. Through Zoom-based sessions, students will explore how these ETIs influence various sectors and aspects of life, including business, society, and individual livelihoods. The objective is to cultivate a deep understanding of global shifts and their repercussions, fostering critical thinking and strategic insights into the future of international business.

 

Global Emerging Trends and Disruptive Innovations in Media Markets: Causes & Consequences - Indonesia

Course - BUSA 4000: Global Business

Principal Senior Lecturer Dr. Vandana Pednekar-Magal from Robinson College of Business leads the Fall 2024 project in collaboration with Diponegoro University in Indonesia. This initiative invites students to explore transformative trends and disruptive innovations reshaping the global and regional media landscape. Teams will analyze how these trends influence media consumption patterns and market dynamics in a selected country, such as Indonesia, or another country of their choice. Using tools like WhatsApp and Google Docs for collaboration, students will critically assess the impacts of these innovations on viewership and industry evolution, gaining insights into the future of media markets globally and regionally.

 

Emerging Market Trends: African Emerging Trends and Disruptive Innovations with PESTEL Analysis - Egypt

Course - BUSA 4000: Global Business

Professor Donald Lloyd Williams from Robinson College of Business leads the Fall 2024 "Emerging Market Trends" project in collaboration with Nile University in Egypt. This initiative brings together GSU and Nile University students to conduct a comprehensive PESTEL analysis, focusing on African emerging trends and disruptive innovations. Through this analysis, students will master the skills needed to identify business opportunities and assess potential risks across Political, Economic, Sociocultural, Technological, Environmental, and Legal factors. Using Zoom for international collaboration, students will explore how these innovations impact various industries, equipping them with strategic insights vital for navigating emerging markets.

 

Global Market Assessment – Africa / Tunisia

Course - Global Business

Principal Senior Lecturer Vandana Pednekar-Magal from Robinson College of Business leads the Fall 2024 "Global Market Assessment - Africa" project, in partnership with the Mediterranean School of Business at South Mediterranean University in Tunisia. This cross-border consultancy project provides students with the opportunity to work in virtual teams, leveraging platforms like Email and WhatsApp, to analyze business opportunities in the MENA region. Teams will engage in thorough research, identifying market trends, opportunities, and strategic insights for businesses considering entry into this dynamic region. Through this experience, students develop critical consulting skills and a deeper understanding of MENA market dynamics.

 

Global Events, Emerging Trends, and Disruptive Innovations: Implications for International Business (Export Marketing) - Turkey

Course - Global Business

Senior Academic Professional Temel Cuneyt Evirgen from Robinson College of Business directs the Fall 2024 project on global events, emerging trends, and disruptive innovations, with a special focus on the MENA region. Partnering with Sabanci Business School at Sabanci University in Turkey, this project explores how major events and disruptive changes impact political, economic, and sociocultural landscapes, especially for multinational enterprises (MNEs) and small-to-medium enterprises (SMEs). Students will analyze these factors through an export marketing lens, utilizing Zoom for cross-border collaboration and gaining strategic insights crucial for operating in dynamic international markets.

 

Transformative Global Social Entrepreneurship and Innovation (SEI): Impact on International Businesses in the MENA Region - Morocco

Course - BUSA 4000: Global Business

Professor Reyes Vivas from Robinson College of Business is leading a Fall 2024 project in collaboration with ESCA Business School in Morocco. This initiative explores social entrepreneurship and innovation (SEI) opportunities in the MENA region, focusing on their potential impact on multinational and small-to-medium enterprises (MNEs and SMEs) in global markets. Through this project, students analyze the region's innovation landscape and business potential, while developing cross-cultural competencies essential for international business. The collaboration, supported through online platforms like Zoom, enables students to assess SEI’s role in driving sustainable growth and competitive advantage in MENA markets. 

The Office of International Initiatives (OII) and Atlanta Global Studies Center (AGSC) seek proposals from Georgia State University (GSU) faculty to integrate Virtual Exchange (VE) activities into classes taught during the 2025-2026 Academic Year. An exciting interactive high-impact practice, VE:

• Connects GSU students and faculty with their counterparts at an international university to work collaboratively,
• Promotes students’ intercultural competence and digital literacy across shared multicultural learning environments, and
• Utilizes a variety of teaching strategies, such as peer review, cooperative learning, online discussions, project-based learning, service learning and co-teaching.

Did you know…

• Virtual exchange works in a variety of courses and with any teaching style. It can work well for in-person and online courses, whether synchronous or asynchronous.
• A virtual exchange component can be incorporated into one big assignment or several smaller ones. It can be included in just one of your course modules or multiple.

OII and AGSC welcome proposals from GSU’s full-time faculty implementing VE during Fall 2025 and/or Spring 2026 semester.

• New Faculty – faculty who will teach VE course(s) for the first time, or for the 2^nd time teach VE course(s) for the 2^nd time but didn’t apply VE funding before.

Preference will be given to:

• Faculty with identified or confirmed international partner(s)
• VE projects in core curriculum courses.
• VE projects for large classes. Large classes are defined as 75 or more students.
• VE project will be sustainable.

Important Note: 
Veteran VE faculty members, please consider applying to Join the AY 2025-2026 Catalyst Cohort by CETLOE for funding support. VE is considered High-Impact Practices (HIPs). The application deadline is: March 28.

• New VE faculty whose proposals are accepted for funding will receive $1000 in professional development funds. Funding will be finalized on confirmation of partnership.
• Professional development funds may be used for travel, conference registration, materials, equipment, books or student assistants, etc. Exceptions require written approval from your department chair and OII.
• For teaching and communication purposes with international partners, a free Zoom room will be offered to awarded faculty during VE work.

1. Submit a complete proposal as a single PDF file via email to [email protected] by Monday, March 24, 2025, at 5 p.m.
2. Award notifications will be made by April 4, 2025.
3. Faculty whose projects are awarded should plan to attend the VE Academy Faculty Community meeting/workshop scheduled in March-April 2025.

OII offers one-on-one support and resources for developing Virtual Exchange projects. Ideally, the development of your proposal would occur in consultation with your international faculty partner. Please contact Dr. Yali Zhao at [email protected] if you have any questions about the partnership. We strongly recommend that you secure your VE partner before you apply.

Faculty are invited to participate in Virtual Exchange Academy workshops. The community is designed to bring faculty together to share expertise, ideas, pedagogical techniques, and technology tools. Dr. Zhao is available for in-person or virtual meetings with you about your proposal development and VE project.

Applications must include:

Abstract (up to 200 words)

Proposal Narrative (no more than 3 pages) that describes:

1. GSU course and CRN

2. Typical student population in the GSU course (number of students, characteristics, etc.)

3. International university partner*

4. Faculty partner name(s)/title(s)*

5. Description of partner institutions’ student population* (number of students, characteristics, etc.)

6. Description of VE activities

7. A general timeline/implementation plan of proposed activities and assessments

8. Facilitation of student interaction and grading of VE activities 9. Technology utilized (If you are unsure, use this resource guide for more ideas.)

10. Student learning outcomes of virtual exchange project (e.g. cultivating a global perspective, insight into personal cultural values, interpreting an intercultural experience from more than one viewpoint, negotiating a shared understanding of differences with openness, etc.)

11. Sustainability of VE activities in future course offerings – Include a plan for how VE component will be integrated into a course for multiple semesters and adopted/facilitated by different instructor(s).**

12. Statement and Signature of Department Chair.

“I support this application and understand that if the proposal is awarded, the departmental business or finance office will be asked to process payments for professional development or other approved expenses associated with this project as follows:

· $1,000 for new VE faculty in professional development funds to integrate VE into the course.

*Contact Yali Zhao, head of International Virtual Exchange Programs if you have any questions.

**Special consideration will be given to proposals that include a detailed plan on the sustainability of VE activities.

• A review committee appointed by OII and AGSC will rate proposals according to the following criteria:
• Details and clarity of project description
• Timeline for implementation of activities
• Level of innovation and creativity of activities
• Strength of connection of student learning outcomes to global/cultural fluency
• Appropriateness of technology for activities and partner university
• Sustainability – plan for how the VE component will be integrated and delivered for multiple semesters and facilitated by different instructor(s)

Final Report: due by December 15, 2025 / May 15, 2026

The final report should include the following:

• Course name, number, CRN, US and international student population, and partner institution
• Beginning and end date of the VE project
• Approximate number of hours per week and number of weeks that students engaged in VE activities
• Description of communication and/or interaction with institutional partner(s)
• VE objectives, learning outcomes, and description of student assessment (formal or informal)
• Description of VE activities
• Appropriateness and any modifications of timeline and technology
• Current or planned changes to teaching because of VE
• Research activities on VE
• Support by department, college, university
• Sustainability plans for implementing VE in future courses
• Future support or assistance that would be helpful and/or necessary for you to remain actively engaged with VE