What's Happening?
SUNY Cortland is offering the Rozanne M. Brooks Internationalized Curricular Development Award (ICDA), a $4,000 grant designed to support faculty in creating new semester-long courses with significant international components. The award specifically requires
international travel during a summer or sabbatical semester/year to develop the course content. This initiative honors Rozanne M. Brooks, a former Distinguished Teaching Professor in the Sociology/Anthropology Department, who was known for integrating her extensive international travel experiences into her teaching. The award aims to foster academic excellence and internationalism within the university's curriculum. Eligible faculty must be tenured or untenured tenure-track, have completed at least eight semesters of teaching at SUNY Cortland, and demonstrate a commitment to students and academic excellence, particularly in international studies. The selection process prioritizes candidates whose current course offerings lack international content or who wish to explore new international regions in their teaching and research.
Why It's Important?
This award is important for several reasons. Firstly, it promotes the internationalization of higher education curricula, which is crucial in preparing U.S. students for an increasingly globalized world. By enabling faculty to conduct international travel for course development, SUNY Cortland is investing in richer, more diverse educational experiences that can broaden students' perspectives and enhance their global competencies. Secondly, it recognizes and supports faculty development, allowing educators to deepen their expertise and bring real-world, international insights into their classrooms. This can lead to more engaging and relevant course content, ultimately benefiting student learning outcomes. Thirdly, the award's focus on integrating international components into existing or new courses can help address gaps in current academic offerings, ensuring that a wider range of global topics and regions are covered. This initiative also highlights the value of experiential learning for faculty, mirroring the benefits often sought for students in study abroad programs.
What's Next?
Awardees are required to submit a report within six months of completing their travel, detailing their experiences and how they contributed to course development. Additionally, they must submit a curricular package proposing the new course for inclusion in their department's programs or SUNY Cortland's general education offerings. This structured follow-up ensures accountability and the tangible implementation of the award's objectives. The university's Faculty Development Committee will continue to serve as the peer review body for future applications, evaluating candidates based on their commitment to internationalism and the clarity of their proposed travel and course development plans. The ongoing availability of this award suggests a sustained commitment from SUNY Cortland to fostering international perspectives within its academic programs, potentially leading to a gradual increase in internationally focused courses across various disciplines.
Beyond the Headlines
The Rozanne M. Brooks Internationalized Curricular Development Award reflects a broader trend in U.S. higher education to emphasize global learning and intercultural understanding. In an era where interconnectedness is paramount, universities are increasingly recognizing the need to move beyond traditional, domestically focused curricula. This award not only facilitates the creation of new international courses but also encourages faculty to engage in personal and professional growth through international travel, which can have a ripple effect on their teaching philosophy and pedagogical approaches. By supporting faculty in this manner, SUNY Cortland is subtly influencing the institutional culture towards a more globally aware and inclusive academic environment. The emphasis on integrating travel experiences directly into course content underscores a belief that direct engagement with international contexts provides a depth of understanding that cannot be achieved through secondary sources alone, thereby enriching the intellectual landscape of the university.
