In international teams, students in two business classes analyzed various websites for consumer products. Together, they identified best practices, made comparisons between websites, and offered recommendations for improvement and presented their findings in a final presentation.
Highlights:
Three-time repeating project!

Through a series of math-related enigmas, or riddles, international student teams were tasked with collaborative problem solving based on each others’ expertise in mathematics, electrical engineering, English, history, and culture.
Highlights:
Thanks to the project, students were able to improve their communication and problem-solving skills but they also learned more about an important figure of both American and French history!

In international teams, learned how to navigate virtual applications, eventually designing and curating virtual museums displaying their visions of the future. Addressing themes like climate change, the pros and cons of technological advancements, and renewable energy solutions, students presented their findings using interactive virtual galleries.
Highlights:
Students produced amazing virtual museum projects addressing the world’s most pressing issues and innovations (Featured in a Gazelle blog post!)

Students presented the health care systems of their home countries and discussed how to define “quality.” They then discussed the role of nurses within the health care systems and worked together to develop a survey that identified the issues faced by nurses that affect quality of care. These surveys were then distributed to nurses in different environments. Finally, students presented the results with an emphasis on realistic recommendations for improving quality.

Students produced outlines comparing the voting systems in France and Texas and their impacts. They then turned that information and their discussion into a podcast to record and share.

To prepare for an international team project in cross-cultural advertising methods, aesthetics, and regulations, students researched billboard, social media and television advertisements in the US and the Netherlands. In teams, students created Pecha Kucha presentations based on their findings comparing cross-cultural similarities and differences and demonstrating the most effective advertising methods they found.

Student teams were each assigned an infamous psychology case to research. Each team produced a collaborative podcast project investigating the ethical parameters and outcomes of different psychology experiments.

Students will work together in teams in order to develop, design and program a personalized website that can be used as an informative tool/travel guide of a specific country (previously assigned). This website should be developed so it can be helpful for Prepa UDEM students (targeted users) who are planning to embark on a study abroad exchange to that destination. The ultimate goal of the website is to provide the student with information that will help them to prepare themselves beforehand to have a successful immersion into the culture resulting in the prevention of cultural shock, cross cultural communication barriers and misconceptions.

Two English courses worked together virtually in international teams on analyzing a novel. They read, discussed, and completed a group capstone project on the novel "Neverwhere" by Neil Gaiman. The teamwork not only enhanced their understanding of the novel but also helped them develop critical thinking and intercultural interactions. Due to disruptions from Covid, the instructors simplified the plans, and moved to whole class discussions on the novel. Students completed posts and responded to classmates on 3 posts.

International student teams navigated time zones and technologies to create a collaborative business project and designed a global product or service launch. For the capstone project, students pitched their launch ideas to the other teams.

Students worked in international teams to perform a SWOT (strengths, weaknesses, opportunities, threats) analysis on an international bank. They completed a preliminary grid with the information they obtained. Then, they surveyed other students to find out what potential consumers are looking for in a bank. Finally they gave a presentation as the main component of the capstone project. The presentation included their findings from the surveys they conducted as well as recommendations to improve the bank.

Students identified a current problem that engineering could solve, eg. how to keep your coffee hot or stop your phone charging cable from breaking. Teams worked on designing and testing a solution to their chosen problem using engineering principles and methods.
Highlights:
• Three all-teams, whole class synchronous meetings to review, critique project progress and final designs
• French students acted as design consultants, supporting the CT students’ design and fabrication efforts
• Design and build solutions to day to day problems

Connecticut “consultants” helped French entrepreneurs test the feasibility of market entry into the US for three different businesses.

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This project has at its core, the practice of intercultural communication and technology skills via the development of a video project. The final project goal is to showcase the function of electrophysiological sensors used in our modern health and wellness care systems in countries around the world. In international teams, students researched these sensors and created video presentations based on their findings.
Highlights:
• US students learned value of multilingualism and were motivated to communicate in other language
• Project engaged students who do not typically get to participate in exchange programmes

Students documented local shopping experiences and researched the purpose of measuring customer service experiences. After comparing cross-cultural customer service metrics and researching their team’s assigned brand, student teams developed a mystery shopping survey adapted to each set of cultural norms and consumer behavior.

Each group received a (fictional) budget of € 2.000 each to organize a study trip to a country with its own currency, not being dollars or euros. They should incorporate travel, accommodation, living, and leisure expenses

Teams of students create digital infographics addressing biology basics

Teams of students will complete projects on Mathematics and History, with the American students presenting mathematical concepts to a non-expert audience (jargon free concepts and ideas for problem-solving and interpretation) while the French students present the history associated with the concept.

Students were paired up or put into groups of 3 after an initial personal video presentation (French or English) on Go React (even teachers). The students were encouraged to record their sessions on Go React for others to watch or for us to evaluate. Discussion subjects were varied and were not mandatory. Discussions were in French or in English, depending on the pair. For the French Club, subjects were pre-planned and often illustrated with slide presentations. Contrary to its name, the French Club was uniquely held in English.
Highlights:
Harper students invited the French students to join our weekly French Club and to participate in our virtual International Week panel discussions which included members who were not part of the CLICK project. Perhaps one of the top highlights was getting to spend several hours together in person visiting and planning our project for next semester over a long lunch at a French restaurant in Chicago face to face.

International student teams researched and presented on intercultural similarities and differences between their respectives cultures. Each team selected a specific cultural topic to investigate and presented their findings via Pecha Kucha presentations.

Students discussed billboard, social media and television advertising methods in the two countries. They prepared a Pecha Kucha presentation which included the five best advertisements and a discussion of why they were the best. Students submitted written reflections which included: a discussion of the objectives of advertising and benefits of each method; the rules, regulations and best practices for advertising in each country; similarities and differences between US and Dutch advertising cultures; and a summary of what each student learned through the team project.

International teams of students in the US and France designed a financial institution that could best serve global, cross-cultural college students. After planning products, services, and pricing, they collaborated on a live video presentation using PowerPoint to share their plans with other student groups and instructors.

The US and French students interviewed one another to decide on their teams, discussing different fields of engineering and what the French students did in their companies during their apprenticeship. In international teams, students created a script for a presentation based on an engineering or current topic that interested the team and ample research on that topic. For the capstone project, students recorded a video or talking PowerPoint to share their research with the other teams and reflected on how each team member helped one another in the collaboration.

In international teams, students analyzed the websites for McDonalds, Starbucks and Disney World. They identified best practices, made comparisons between websites, and offered recommendations for improvement.

Present Zara’s supply chain as business model in a joint presentation or video

Hypothesis setup, field sampling, statistical analysis of FR & CT soil for antibiotic resistance and reporting of results.

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Students produced work on a subtheme to understand sustainability and produced a Pecha Kucha presentation. Inspired by the poetry of Native American John Ridge and American realism works by Rebecca Harding Davis, Elizabeth Stoddard, Samuel Clemmens, and Abraham Cahan, students discussed 21st century sustainable trading models of food, wealth, labor, natural resources, and manufactured goods. Students present in English but their work is accessible to multilingual audiences.
Highlights:
• Synchronous meet-ups were a success, students enjoyed getting to know each other in break out rooms with ice-breaker tasks.
• Students journaled their reflections periodically in a “carnet de bord”, or travel log, and wrote a letter to future students giving tips and advice.
• Group presentations followed by Q&A were carried out at the end of the project and were open to outside attendees.

International teams of students in the US and France designed a financial institution that could best serve global, cross-cultural college students. After planning products, services, and pricing, they collaborated on a live video presentation using PowerPoint to share their plans with other student groups and instructors.
Highlights:
Three-time project repeat!

In international student teams, groups investigated specific oral health issues and how they impact a person’s overall health. Using both English and Dutch, students crafted a powerpoint and presented their research to the class.

Students produced a health advertisement based on audience analysis and persuasive theory. They presented the health care systems of their home countries to their partners, then created a list of instructions and considerations for advertising in each country. The information will be based on intercultural audience analysis and should incorporate persuasive theories. Using that information, they created and presented their advertisement.

Students worked in international teams comprised of students in the United States and France. They navigated time zones and technology to create a collaborative and entrepreneurial business project. Each team designed a global product or service to launch and pitched to the class.
Highlights:
Successful repeating project three years running.

Students worked together in small teams to research, script, and produce explainer videos detailing a particular engineering concept. Final projects spanned a variety of concepts including the ins and outs of jet engines, Maglev trains, machine learning, concrete, and household appliances.
Highlights:
• Cultural exchanges seem just as important as engineering topics in their discussions and students are still in touch after the project has finished.
• Working closely with a teaching partner, even virtually, builds a unique bond, mutual respect and encourages new horizons.

International student teams researched the differences between European and American legislation in technology privacy and security in social media. Then teams were given case studies posing security/privacy issues and were tasked with recommending and presenting cross-culturally informed solutions to these problems.

Students conceived, wrote, produced, directed, shot, and edited their own short digital video project. The film was completed with input from all of the members of the team. The final project was a joint French/American video about cooking and food, with the goal of exposing students to the history of food and the cultural perceptions of cooking and buying food. Student teams created their own video project and engaged their creativity within an international context. The project allowed great flexibility: the video could be a cooking show, a documentary, a narrative film, and in any style they liked.

In international teams, students in two business classes analyzed the websites for Sony, Red Bull, Victoria’s Secret, Hilton, Lancôme and Louis Vuitton. Together, they identified best practices, made comparisons between websites, and offered recommendations for improvement and presented their findings in a final presentation.

In international teams, students chose a topic and wrote, filmed and edited a short film accessible to English and French audiences (3-8 minutes).

Students worked in cross-national teams and created a color-related question that they wanted to explore, ideally with an international focus. Then they designed and carried-out an experiment to answer their question.
Highlights:
French teacher planned to visit US teacher in March 2020. US Teacher planned to visit French teacher in Summer 2020. *Both canceled to due COVID-19

Teachers shared quality control data and students performed statistical analysis

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