All posts by Rosalie Richards

March 14 WORLD Class Lunch & Learn: Internationalizing the Curriculum–Resources for Faculty

“Given changing student demographics, economic challenges, consistently low study abroad rates, and an increasing imperative to ensure that all students are prepared to live and work in a globalized world, institutions are recognizing the need to deliver international competency via the core student learning experience: the on-campus curriculum” (American Council on Education (ACE)Internationalization in Action: Internationalizing the Curriculum).

Internationalized courses are the building blocks of an internationalized curriculum. Join Drs. Bill AndrewsElisabeth Poeter, and Yves Clemmen, WORLD Class Travel Award recipients experienced in internationalizing coursework, to discuss the essential elements of an internationalized course such as student learning outcomes, assessments, course content, and activities. Information about  WORLD Class Travel Awards will be also available. Come prepared to share and learn. Lunch is provided and limited spaces are available.

March 15: WORLD Class Travel Award application deadline

All Faculty/Staff Welcome 
RSVP via Outlook invitation
Lunch available at 11:30 am

How to Plan and Lead a Study Abroad Program: February 6



During this Lunch & Learn, faculty and staff will offer tips, insight, and ideas on how to plan and execute a study abroad opportunity for Stetson students. Faculty who have successfully conducted study abroad experiences will share lessons learned. The deadline for proposing a study abroad course or program is September 15, 2018. Come and learn how we can help you! Lunch is provided and space is limited.

All Faculty/Staff Welcome
Time: 12:00-1:00 pm
Location: WORLD: Rinker Center for International Learning; 635 Bert Fish Road
RSVP: Lunch provided

Welcome Back Notes from OOLET

Dear Stetson Faculty,
Welcome back! The Office of Online Learning and Educational Technology (OOLET) would like to take a moment to review some simple steps that will ensure a smooth semester opening for your online course components. As you may know, students often look in Blackboard for course materials on the first day of the semester (if not sooner!).  Students who find empty shells or outdated content can easily become disheartened or disinterested. To avoid this, review the five steps detailed below.

  1. Confirm Course(s) are in Blackboard
    Prior to the beginning of the semester, log into Blackboard and confirm the course(s) you have been assigned are listed under your Courses > Current Term column.  If a course is not listed, contact your director or dean; you can also check directly with the Registrar’s Office. Once it is confirmed you are the instructor of record and your Blackboard course site has still not appeared, contact the Help Desk.
  2. Copy Course Content
    If you would like to reuse course materials from a previous semester, you can copy an old course site into the new course shell. For instructions on how to complete a course copy, press here. OOLET has created an online course template to help structure your online course content. This template was designed to support an effective online learning community and follows current instructional design pedagogies. It includes a standardized course architecture, boilerplate and placeholder text, and embedded instructions. For more information, visit the Online Faculty Resource Center (Blackboard > Organizations), and go to Blackboard Basics > Online Course Template.
  1. Update Your Course
    Once your course materials are copied to the correct course site, you must:
  • Verify materials are up to date (i.e. syllabus, assignments, etc.).
  • Test all links (internal and external) to ensure they are working properly.
  • Delete any old Announcements and Discussion Board items.
  • Adjust any deadlines and dates to match the new semester.
  • Review content for relevancy, update and improve as necessary.
  1. Make Course Available
    On the first day of the semester (or earlier, if desired), you must make the course available for students. Press here for directions.
  2. Need Help?
    If you have any technical questions or concerns, please contact the Help Desk by submitting an online request here, or by phone: 386.822.7217 (Deland), 727.562.7323 (Gulfport).

OOLET staff are always available for individual, virtual, drop-in and/or group training regarding online pedagogy, best practices, management, and technical tools for online course development. To schedule a meeting, email

Once the new semester dust settles, look for more OOLET announcements regarding new training sessions on a variety of tools to enhance our online learning experiences!

Best regards,
Lisa Sawtell
Director, OOLET

Questions?  Contact us at

2018 WORLD Class Travel Awards -Call for Proposals

WORLD: The David and Leighan Rinker Center for International Learning is pleased to announce the 2018 Call for Proposals for international travel awards for teacher-scholar faculty to elevate, broaden, and strengthen international learning and intercultural competence and boost Stetson University’s standing as a global citizen.

Faculty are eligible to receive Stetson University travel awards for up to $5,000. Due to budget constraints, awards are restricted to summer travel only.

The annual application deadline is March 15. The annual deadline for dean nomination to  is March 1.

Submit all questions to Paula Hentz, director of international learning, at

Share Thanksgiving with International Students

Fall season is finally here and Stetson University is seeking host families to Share Thanksgiving with international students. Sharing Thanksgiving is one of the most impactful experiences communicated by international students. In one day, students learn a great deal about different aspects of American family life and often develop long-lasting relationships with you, their host. 

Click HERE to sign up to Share Thanksgiving host by November 10, 2017.

Thank you for supporting Stetson’s intercultural learning programs. For more information, contact Roxanne Lewis, international student and scholar services coordinator, at


Q&A – Florida Interactive Engagement Academy

Join two students, Daniel Viruet and Bianca Santimaw, as they present on research conducted in summer 2017 at the FIEA. Learn more about how you might become involved with FIEA.

When: Friday, October 6, 2017 – 5:00-6:30pm
Where: Rinker Auditorium of the Lynn Business Center 108
Who:  Open to students of all majors and class levels
Sponsors: Department of Creative Arts and the Office of Career and Professional Development at Stetson University

A Q&A with FIEA Students


The staff at WORLD: The David and Leighan Rinker Center for International Learning cordially invites you to its annual Open House @ WORLD.

October 18, 2017

4:30-6:00 pm
635 N. Bert Fish Rd

  • Grab a glass of wine and hors d’oeuvres
  • Find out how WORLD can support your interests in international learning
  • Meet faculty and staff engaged in international learning
  • Meet faculty and staff interested in learning more about your work
  • Learn about WORLD Class Lunch & Learn Series, Travel Awards, Study Abroad, and other opportunities abroad

What Does it Mean to Be a Teacher-Scholar?

Here’s an excerpt from an essay, penned by Kenneth Ruscio during his recent presidency at William & Lee University. The essay was published in 2013 in Peer Review, the premier publication of Association of American Colleges & Universities, AAC&U.

Teaching introductory courses (and I mean really teaching them), conversing with colleagues outside your field on a regular basis, attending public lectures, meeting with visitors in different disciplines-all of that is bound to result in scholarship that is original and creative, genuinely interesting and imaginative. The teacher-scholar model in a liberal arts college is not an adaptation of the research-university approach to a constrained organizational setting. It is not Berkeley-lite. Instead it is a model with virtues all its own, pursued in a setting that affords advantages unavailable elsewhere.

The dash between teacher and scholar is meant to be a link, not a line of demarcation. Scholarship and creative endeavors enrich our teaching and are essential to instruction of the highest quality. Participation in scholarly communities keeps us current, connects us to wider worlds, and reminds the teacher of the learner’s experience: mastering new material; meeting with resistance or rebuffs; receiving and responding to criticism; and finding ways to communicate effectively to different groups.

Scholarly engagement usually produces published writings and professional presentations. A hallmark of the liberal arts college, however, is that conversation about new scholarship also takes place in our classrooms, in our offices, in our hallways, in our homes-anywhere that we exchange ideas with students. Scholarship sometimes grows directly out of relationships between students and faculty. Excellent students frequently serve as assistants in laboratories, colleagues in clinics, assistants in research projects, or collaborators in artistic performance.

Intellectual energy comes not only from faculty talking with able students but also from faculty talking with fellow faculty. Some of this activity is not clearly research or teaching, but it represents the spirit of creativity and curiosity that supports both. For instance, there is the English professor who audits colleagues’ psychology courses so that she can write about empathy in literature. There is the chemistry professor who studies art history so that he can better solve questions about the chemistry of art restoration. And there is the mathematics professor who learns biology in order to introduce science problems into calculus courses.

Though there are many ways in which teaching and scholarship are closely intertwined, there is also a tendency to separate the two activities and to emphasize scholarship over teaching in faculty evaluation. That comes because publications and professional activities are easily counted and measured by metrics that do not necessarily reveal the impact that they have in the classroom. At Washington and Lee, we try to avoid that temptation. We refuse to specify a number of articles, books, presentations or grants that constitute a threshold for success in scholarship. We try to make our standards for the review of academic performance flexible and fair-flexible, because we belong to different schools and different disciplines and apply criteria appropriate to different stages in our careers; fair, because reasonable colleagues across campus can witness and document the essential elements of progress as teacher-scholars.