Stevens Initiative Resources
Curated Resources: Stevens Initiative Response to the Coronavirus Pandemic: To address a need to help educators, administrators, virtual exchange implementers and practitioners, and families adjust to digital education and learning, the Stevens Initiative developed a curated list of resources that can be used during the pandemic and in the future.
Virtual Exchange Typology: Establishing common terms and a shared understanding of key concepts will help virtual exchange practitioners and scholars understand what types of exchanges exist, how they are created, and what is required for implementation. This typology and glossary of terms is shared in an effort to improve mutual understanding among virtual exchange practitioners and enable further development of the field.
2020 Annotated Bibliography on Virtual Exchange Research: The Stevens Initiative’s 2020 Annotated Bibliography on Virtual Exchange Research identifies and summarizes existing academic literature and research in the field of virtual exchange.
Virtual Exchange Impact and Learning Report: The Steven Initiative’s 2019 Virtual Exchange Impact and Learning Report shares the Initiative’s vision for the field of virtual exchange, evaluation data for recent Initiative-funded programs, and effective practices and common challenges for implementers.
Evaluating Virtual Exchange: This toolkit on effective evaluation practices for virtual exchange programs shares both a holistic perspective on program evaluation and specific steps that individual programs can take to improve their evaluation methods.
- Evaluating Virtual Exchange Appendix I: Common Survey Items for Virtual Exchange Programs: The Stevens Initiative’s Common Survey Items are scales that measure key global competencies and other outcomes. They are included as an appendix to the Evaluating Virtual Exchange toolkit.
- Evaluating Virtual Exchange Appendix II: Protocols for Collecting Qualitative Data About Virtual Exchange Programs: The Stevens Initiative’s Protocols for Collecting Qualitative Data About Virtual Exchange Programs shares data collection methods developed for evaluation of Stevens Initiative-funded programming, with adjustments so they can be applied to a wider array of virtual exchange programs. They are included as an appendix to the Evaluating Virtual Exchange toolkit.
Connecting Social Entrepreneurs: Promising Practices in Virtual Exchange: This case study examines the challenges of implementing a virtual exchange and promising practices that address them.
The Stevens Initiative hosts monthly webinars, online meetings, and other events to train and promote knowledge sharing among practitioners. The Initiative matches individuals and organizations who are interested in joining an existing program or finding a partner through a matchmaking platform.
Budget & Compliance Webinar: This webinar introduces the budget and compliance background and requirement for sub-recipient organizations. Click here for a French transcript of the Compliance webinar.
Facilitating Collaborative Learning in Virtual Exchange, presented by Soliya, September 6th, 2017.
Program Evaluation in Virtual Exchange, presented by Research Triangle Institute (RTI), October 11th, 2017.
Building Strong International Partnerships, presented by the SUNY Center for Collaborative Online International Learning (COIL), December 13th, 2017.
Project-Based Learning through Virtual Exchange, presented by Partnership for 21st Century Learning, January 31st, 2018.
Feedback on past Letters of Interest: The Initiative compiled notes on factors commonly cited by the independent review committee, based on unsuccessful Letters of Interest from the second award competition.
Faculty Guide for COIL Course Development: This guide, released by the SUNY COIL Center, is a tool for educators interested in establishing a COIL course on their campus.
How to Create a Virtual Exchange: QFI and Participate present an online training module to help educators bring virtual exchange to the classroom. This resource is primarily aimed at primary and secondary school educators.
ECA Virtual Exchange Toolkit: This resource was developed by The Collaboratory, an innovation lab of the Bureau of Educational and Cultural Affairs at the US Department of State. The toolkit shares more about virtual exchange, provides tools for how to begin a program at a school or institution, and offers tips for common challenges.
Teachers Guide to Global Collaboration: The Teachers’ Guide to Global, Collaborative Teaching and Learning is a searchable database of global projects and resources to help educators foster global competence and build connections with their students. This guide brings together opportunities and supports from organizations and institutions in the global education field for educators to find and connect with projects and programs that align with their curricula, goals, and interests. This report was produced by iEARN-USA and the Longview Foundation.
Digital Citizenship and Netiquette: A Teacher’s Guide: This resource offers information and resources for teachers, parents, and students about digital citizenship. It covers how students can use the internet as a research and study tool, proper internet etiquette and how it applies to the classroom, and steps that students can take to keep themselves and their information safe online.
Global Competence at the Asia Society Center for Global Education: The Center for Global Education at Asia Society brings together leaders and institutions from around the world to tackle one of the most critical education challenges today: how to educate all students for employability and citizenship in a global era. The Center for Global Education has been a leader in bringing attention to the need for global competence, particularly through the 2011 publication Educating for Global Competence.
Department of Education Framework for Global and Cultural Competency: This framework builds on existing research and provides a framework for the development of global and cultural competencies beginning in early childhood through postsecondary education and bases it on a foundation of discipline-specific knowledge. It is designed as a guide to consider how these competencies are developed over time and at various stages of education.
Global Competency for an Inclusive World: This brochure describes the Organization for Economic Co-operation and Development’s (OECD) proposal for the PISA 2018 Global Competence assessment that emphasizes quality and relevance. It builds on the work already undertaken by the Global Competence Expert Group and incorporates contributions from OECD member countries.
Monitoring, Evaluation, and Research
PISA 2018 Global Competence: The OECD’s Directorate of Education and Skills recently announced a global competence framework, and shared questions from its upcoming questionnaire, leading up to the PISA 2018 international survey.
Soliya Impact Assessment Tools: Both an overview of several of the evaluation instruments and a summary of some existing findings are included in this document.
The Global Perspective Inventory (GPI): The Global Perspective Inventory (GPI) is a web-based assessment of individual experiences and the development of a global perspective. The GPI emphasizes cognitive, intrapersonal, and interpersonal dimensions, which provide a holistic approach to assessing learning and development.
Intercultural Development Inventory (IDI) – The Roadmap to Intercultural Competence Using the IDI: The IDI assesses intercultural competence—the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. The Intercultural Development Inventory is a 50-item questionnaire available online that can be completed in 15–20 minutes.
IES Abroad Alumni Survey Results: The research findings show how students’ academic interests, cultural development, personal growth, and careers are impacted by their one-of-a-kind study abroad experiences.
Reports on Digital Learning and Exchange: Global Cities symposium reports on global digital learning for educators at the K-12 level.
The Ed Tech RCE: The Ed Tech Rapid Cycle Evaluations (RCE) Coach is designed to provide districts with an online “toolkit” of resources containing everything needed to plan and execute a RCE of an educational technology. The Coach includes all the tools needed to conduct forward-looking pilot of a new technology or a backwards-looking evaluation of a technology that has already been implemented with a subset of schools, teachers, or students. This tool is designed by Mathematica.
Be Internet Awesome: Google’s newly developed platform provides resources for educators to teach kids how to be safe online. To make the most of the Internet, kids need to be prepared to make smart decisions. Be Internet Awesome teaches kids the fundamentals of digital citizenship and safety so they can explore the online world with confidence.
International Society for Technology in Education (ISTE) Standards: The ISTE Standards act as a roadmap for bold, innovative educators and education leaders to re-engineer their schools and classrooms for digital age learning no matter where they fall on the journey to meaningful, effective Ed tech integration.
Normative Instruments: Faced with the escalation of racism and the emergence of new forms of discrimination, as well as with the rising ideologies of intolerance, UNESCO wishes to take steps in order to revitalize, complete and/or ratify the normative texts that it produced and that are related to the problem of racism and discrimination.
No Lost Generation (NLG) Tech Task Force: The No Lost Generation (NLG) Tech Task Force was set up by NetHope and the No Lost Generation initiative to facilitate collaboration within the international development community and between the NGO and private sector with the focus on ICT-enabled, evidence-based programs supporting the needs of refugee children and youth.
Examining How the Syrian Crisis Has Shaped the Lives of Young Refugees: A Guest Lesson Plan: The New York Times featured a guest lesson plan created by the Global Nomads Group, an international organization that creates interactive educational programs – online platforms, video conferences, media, and other learning materials – for students about global issues, to foster dialogue and understanding among the world’s youth.
National Security Language Initiative for Youth (NSLI-Y): Sponsored by the U.S. Department of State, provides merit-based scholarships for eligible high school students and recent high school graduates to learn less commonly taught languages in summer and academic-year overseas immersion programs.
Youth Exchange & Study (YES) Program: The Kennedy-Lugar Youth Exchange and Study (YES) program, funded by the U.S. Department of State, provides scholarships for secondary school students (age 15-17) from countries with significant Muslim populations to spend one academic year in the United States.
International Partnerships: Guidelines for Colleges and Universities: This publication describes the fundamentals of planning, developing, and implementing international partnerships. This is the fourth edition of the 1984 publication on this topic: Guidelines for College and University Linkages Abroad; updates were also published in 1993 and 1997. It stresses the institutional context for partnerships, outlining how to situate them in the overall institutional internationalization strategy and their importance in supporting core academic goals and programs. It also provides practical advice on implementing each step in the process. You can find more resources in the library here. These guidelines are produced by American Council on Education.
Study on the Feasibility of an Erasmus and Virtual Exchange Initiative by the European Commission: The feasibility study demonstrates that with the right tools, choices and resources, virtual youth exchanges can become a resounding success. Erasmus+ Virtual Exchanges will create an engaging and safe online community at eve.org, where young people can participate in facilitated discussions that increase their intercultural awareness and extend their intercultural competences through non-formal learning.