Centenary in Paris (CiP) integrates incoming first-year students into the Centenary community through an immersive class experience that includes living and studying in Paris, France. Transfer students who are interested in participating may request to be placed on a wait list and will be enrolled as space becomes available.

Centenary in Paris classes cross a range of disciplines, and students are allocated based on requested preferences. Two-credit classes are restricted to students with pre-semester Centenary commitments (e.g., pre-season athletics or Centenary College Choir).

Guidance

Faculty may propose a CiP course to the Office of the Provost in October of the academic year preceding the August Centenary in Paris session. The Course Proposal Form is available on the Provost’s webpage. For additional guidance on planning, please contact the Assistant Dean of Global Engagement.

Things to consider when developing a Centenary in Paris course are:

1. Including a rigorous immersive agenda for 7 days in Paris (and activities for two international travel days);
2. Whether your class will offer 2-credit only and/or 4-credit options;
3. Joint teaching to increase section capacity (typical capacity per faculty section = 13 students);
4. Feasibility of participation for students with dietary or physical limitations;
5. In-load teaching availability during the August term with approval from department Chair OR out-of-load approval from the Provost.

 

Assessment

Student Learning Outcomes for the Centenary in Paris program are derived from the Intercultural Knowledge and Skills Value Rubric defined by the AAC&U. Faculty may select one (1) individual target skill from each of the three (3) topic areas as follows using the selected target skills as listed.

Intercultural Knowledge and Competence is defined as "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts,” including:

1. Cultural self-awareness 
2. Curiosity 
3. Openness 

Teamwork is defined as the “effort [students] put into team tasks, their manner of interacting with others on [their] team, and the quantity and quality of contributions they make to team discussions.” Attributes of effective teamwork include:

1. Making contributions in and outside of team meetings 
2. Fostering a constructive team climate 
3. Responding effectively to conflict 

Integrative Learning is defined as “an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations.” Attributes of integrative learning include:

1. Ability to meaningfully connect relevant experience to academic knowledge 
2. A developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts 

Each learning outcome is assessed directly on the following scale. Criteria for each point on the scale is defined in more detail on the AAC&U VALUE Rubric corresponding to each learning outcome. Students will also be asked to self-report on their progress in these outcome areas through the Centenary in Paris Assessment Survey.

• 0 No Competence 
• 1 (LEAP benchmark 1) ELEMENTARY  
• 2 (LEAP milestone 2) DEVELOPMENTAL  
• 3 (LEAP milestone 3) PROFICIENT  
• 4 (LEAP Capstone 4) EXEMPLARY