Developing Global Education Opportunities at Sheridan College Using COIL (Collaborative (Collaborative Online International Learning)
Bibliographic record
Abstract
International educational experiences are widely recognized as vital to both student educational development and the Canadian economy. However, only one in ten students in Canada studies abroad during their post-secondary programmes; at colleges, this number drops to one percent. Meanwhile, historically-underrepresented groups including racialized and Indigenous students, students with disabilities, and lower-income students continue to face additional barriers to study abroad and therefore have limited access to international education. The last decade has seen increased interest in “Internationalization at Home” – strategies for supporting global learning that do not require physical mobility - arising, at least in part, from efforts to address gaps in accessibility. The cessation of almost all travel during 2020 and 2021 due to the COVID-19 pandemic accelerated the development of Internationalization at Home methods, the most widely-employed of which is COIL (Collaborative Online International Learning). Per the definition offered by the SUNY COIL Center – a major international hub for student and faculty practitioners – COIL is “…an approach that brings students and professors together across cultures to learn, discuss and collaborate as part of their class” (SUNY COIL, 2021), most often through virtual communication platforms.\nSeeking to expand access and innovate opportunities for international education, in Fall 2020, Sheridan College initiated the development, delivery, and assessment of COIL curriculum, funded by a generous grant from Colleges and Institutes Canada’s Outbound Student Mobility Program: Winter 2021 Pilot Study. COIL fits squarely into Sheridan’s Academic Plan for 2019-2024, which seeks to “advance quality teaching and deep learning through inclusive, learning-focused design,” in part through a new Internationalization and Global Connectivity Strategy (Sheridan, 2020).\nThis report emerged from the Winter 2021 pilot and aims to offer a resource to faculty, staff, and students at Sheridan and beyond, who would like to better understand existing practices and research on COIL methodologies as well as learn from Sheridan’s experience piloting its first COIL course. The report begins with a literature review contextualizing the emergence of COIL practices within international education at the post-secondary level and summarizes key findings from studies evaluating the efficacy of the method at achieving intercultural competence, digital media literacy, team building and communications skills, employability, and other benefits for students, faculty, and institutions. This review also assesses the limited research regarding the experiences and needs of underrepresented students in international education.\nNext, this report offers an overview of the Sheridan College’s CICAN-sponsored pilot COIL course, “The Creative City and Culture,” two sections of which were offered in Winter 2020. This pilot was unique in that it located a COIL project within the cross-college Breadth Elective
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.041 | 0.005 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".