"We do not live in an isolated space": COIL explores new approaches to crime and community wellness
COIL (Collaborative Online International Learning) projects aren’t a field trip or a semester abroad. They represent global education for the now: accessible, scalable, and deeply human.
In SPARK 14, faculty and learners from 8 COIL projects share their experiences and show how COIL is one of the most quietly transformative forms of education at Humber Polytechnic.
As part of a long-standing partnership between Humber Polytechnic’s Bachelor of Social Science – Criminal Justice and Nottingham Trent University’s Psychology and Criminal Justice programs, students participate in a COIL project, "New Approaches to Crime and Community Wellness: Balancing the Micro and the Macro". The program combines guest speakers from the criminal justice sector in both countries, interactive discussions, and collaborative group work. The project leverages the great expertise and research being completed at both institutions and within each country.
Faculty leads Doug Thomson and Ashley Hosker-Field, Faculty of Social & Community Services, discuss their ongoing collaboration with Nottingham Trent University.
What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
Doug Thomson and Ashley Hosker-Field: COIL projects help to strengthen and maintain international partnerships, facilitate academic networking, and promote the sharing of knowledge cross-culturally. Student involvement enhances learning and provides them with exposure to intercultural similarities and differences. The COIL also allows students to build their co-curricular records and to develop transferable employment skills to enhance their resumes/CVs. COIL involvement provides students with experience and exposure beyond the classroom.
In what ways did this experience help students develop future-ready skills for the workforce?
Doug and Ashley: Involvement in the COIL provides students the opportunity to interact with international students and faculty and to have experiences and develop insights that they would not normally have. The student deliverable requires that they work collaboratively with students from other countries, which enhances their problem-solving abilities and improves their oral and written communication skills.
Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
Doug and Ashley: Our COIL involved ongoing interactive discussions and engagement between Humber Criminal Justice students and Criminology and Psychology Undergraduate students attending Nottingham Trent University. The students worked collaboratively to compose presentations that highlighted cross-cultural similarities and differences in the context of community policing and Indigenous and Restorative Justice. Students were able to connect and work well together despite a significant time difference and many competing obligations and responsibilities to create joint presentations that were really well done!
What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problem-solve to overcome them?
Doug and Ashley: The main logistical problem was differing time zones and schedules. The structure of the COIL allowed students to connect and collaborate online during predetermined times. Students also continued their conversations and work outside of the structured time via e-mail and WhatsApp groups. Aside from the time differences, there were not too many additional cultural issues or challenges.
The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
Doug and Ashley: Yes, greatly. The Universities we have worked with want to continue to build our partnerships. COIL projects provide an opportunity to develop and strengthen ongoing international relationships and provide a platform to extend cross-cultural collaboration into other areas.
Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
Doug and Ashley: Student engagement increased as the COIL progressed. Throughout the COIL, students began to contribute to the online Teams’ discussions more frequently and were more willing to turn on their cameras and engage in discussions and ask questions. Including small groups and breakout sessions, which allowed them to interact, was extremely helpful.
If you had to make a case for why global collaborations should be a core part of higher education, what would it be?
Doug and Ashley: We do not live in an isolated space. Meeting people from other countries broadens the mind, deepens our global view, and increases awareness of what we have in common.
Looking ahead, how can international projects such as this shape the future of interdisciplinary learning and global workforce development?
Doug and Ashley: It would be good to make this more interactive. The ideal, of course, is to facilitate in-person collaboration and follow-up online discussions with actual exposure to and experience of the international culture. Discussion and experiences of current and historical similarities and differences in law, policy, procedure, etc., provide students with broader perspectives, increased exposure to the benefits of international collaboration, and can better prepare students to work in a global environment.
Student Perspectives
Yaqing (Amanda) Yang, a Bachelor of Social Science – Criminal Justice student at Humber Polytechnic, shares her experience participating the COIL project.
What was your biggest “aha!” moment during this collaboration?
Yaqing (Amanda) Yang: One of my biggest “aha” moments was understanding the time zone difference between Canada and the UK, as we had recently switched to Daylight Saving Time.
How did working with international peers push you out of your comfort zone—academically or personally?
Yaqing: Working with international peers motivated me to step up and take initiative as I’m a shy person. I decided to step out of my comfort zone and take on the responsibility for scheduling our presentation due dates. This has been a fun experience for me, personally and professionally.
If you could take one skill from this experience into your future career, what would it be and why?
Yaqing: The one skill that I would take from this experience into my future career would be leadership skills. I’ve learned to adapt to other members’ ideas, merge them into group's ideas and reconnect with the topic. Learning how to utilize my team members’ skills in the final deliverable and never being stingy with my praise are also skills I’ve developed from this collaboration.
What would you say to another student considering a COIL or international learning experience.
Yaqing: You should definitely think about participating as it’s a great opportunity for you to learn and meet different people. You’ll get more out of it, and you might even make more new friends, just like me!