architecture for global learning
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Architecture for GLOBAL LEARNING
Cross-Disciplinary Global Learning for Student SuccessNovember 16, 2016
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PRESENTERS
Peter N. Stearns, PhDGeorge Mason
University(moderator)
Merry Byrd, PhDVirginia State University
Gundolf Graml, PhDAgnes Scott College
Tina M. Zappile, PhDStockton University
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Cross-Disciplinary Global Learning for
Student Success
Gundolf Graml, PhDAssociate Professor of German
Faculty Coordinator for Global Learning Agnes Scott College
Breaching the First-Year Classroom Wall:Agnes Scott College’s
Global Learning Curriculum
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AGNES SCOTT COLLEGE’S STUDENTS
• 930 women • 36 U.S. states & territories and 37 countries • 12% international • 54% students of color• 44% Pell grant recipients • About 20% first-generation• Half of ASC’s students study abroad during their 4 years
SUMMIT: GLOBAL LEARNING AND LEADERSHIP
Every student completes core curriculum with four main elements:
Core courses in leadership development
Core courses in global learning, incl. Faculty-led study tour
Four-member, personal Board of Advisors, incl. Career Mentor
Four-member, personal Board of Advisors, incl. Career Mentor
Digital Portfolio to document her learning journey inside & outside of classroom
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THE GLOBAL TRACK
Global Learning:Knowledge and cultural competency to recognize and navigate processes & challenges that span the globe and shape human lives.
Globalization Colonialism, Imperialism, Diaspora
Formation of complex identities
Contact, power, and systems transcending national borders
The Globe Includes Us.
GLOBAL GATEWAYS: FIRST YEAR, FALL SEMESTER
1 credit interdisciplinary course, team-taught:
Food as Global IssueFood and Global Corporations; Fair Trade(Political Science)
Food & Multiculturalism(Foreign Languages, Religious Studies
Food Writing(English)
Food & Identity(Psychology)
Coffee, Environment & Human Rights(Foreign Languages)
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GLOBAL JOURNEYS: FIRST YEAR, SPRING SEMESTER
4 credit interdisciplinary course:
• 15 different sections and destinations
• Faculty from History, English, Music, Foreign Languages, Chemistry, Economics, Biology, Education, Religious Studies
• All sections travel during the same week in March
• One-third of course content is shared across all sections
• Focus on community-based learning
GLOBAL JOURNEYS: DESIGN PROCESS
• Call for fall course proposals ~14 months before start of Spring semester in which course will be taught.
• Selected faculty meet throughout subsequent Fall semester to discuss and determine the common course topics and readings
• Diaspora, Colonialism, Imperialism• Globalization• Why travel?• Self, Identity, Culture
• Faculty align interdisciplinary course goals with intercultural learning
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EXAMPLES OF SPRING 2016 JOURNEYS COURSES:
History in Jamaica: Conducting Fieldwork for a new Heritage Tour
• Education in Toronto: Digital Story-Telling with Japanese-Canadian Seniors
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• Art/Art History in New York City: Behind the Scenes in the Art World
Thank you!
Please do not hesitate to e-mail me with any questions:[email protected]
Gundolf Graml, Ph.D.Associate Prof., Director of German StudiesFaculty Coordinator of Global LearningAgnes Scott College
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Merry Lynn Byrd, PhDImagining Sustainable Environments
Virginia State University
Environmental Humanities:Local and Global
This NEH-funded program supports VSU’s humanities faculty, students, and curriculum through an exploration of history, culture, gender, class, race/ethnicity at the intersection of environmental thought, interaction, and representation.
The two and one half-year project consists of the following components: (1) A summer Faculty Development Institute on Environmental Humanities; (2) curriculum enhancement in the humanities; and (3) campus awareness/community dialogue.
PROGRAM DESCRIPTION
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CONTEXT: INTERNATIONAL PROGRAMS AT HBCUS
INTERNATIONAL EDUCATION AT VSU
• Virginia State University has a history of conducting technical assistance, institution building, collaborative agricultural research, and international training in Africa.
• In 2006, the George Bennet Office for International Education was established by Maxine Sample, offering international partnerships, service-learning and study abroad programs for both students and faculty.
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PARTICIPATING UNITS DEPARTMENTS
Grant Funding from theNational Endowment for the Humanities
College of Humanities and Social Sciences
Department of History and Philosophy
Department of Languages and Literature
George Bennet Office for International Education
SUMMER WORKSHOPS
MAY 16 – ENVIRONMENTAL PERSPECTIVES: FOUNDATIONS
9:00 – 11:45 AM Session I: Race and Nature: Foundations of Current Debates
Paul Outka, Ph. D., Environmental Studies Program, The University of Kansas
1:15 – 4:00 PM Session II: Religion and Environmental History
Mark Stoll, Ph.D., Director of Environmental Studies, Texas Tech University
MAY 17 – ETHICS AND THE ENVIRONMENT
9:00 – 11:45 AM Session I: Ethics and Equity: The Paradoxes of Urban Life
Robin Morris Collin, J.D., Willamette University School of Law, Oregon
1:15 – 4:00 PM Session II: Ethics, Environment and Globalization
Michaeline Crichlow, Ph.D., Professor of Caribbean and Global Studies, Duke U.
May 18 – IMAGINING SUSTAINABLE ENVIRONMENTS
9:00 – 11:30 AM Session I: Historical Ecology: Resilient Landscapes
Seth Murray, Ph.D., International Studies Program Director, NC State
1:30 – 4:00 PM Session II: Guided Tour of Lee Park, Petersburg, VA
Bettie Guthrie, Guide and Facilitator, Wilcox Watershed Conservancy
May 19 – ENVIRONMENTAL HUMANITIES: CONTEXTS FOR LEARNING
9:00 – 11:45 AM Session I: Humanities and the Environment
Joni Adamson, Ph.D., Global Institute of Sustainability, Arizona State U.
1:15 – 4:00 PM Session II: African American Ecoliterary Traditions
Kimberly N. Ruffin, Ph.D., Graduate Dean, Roosevelt University, Illinois
May 20 – ENVIRONMENTAL HUMANITIES: CONTEXTS FOR LEARNING – Part 2
9:00 – 11:45 AM Session I: Landscapes of Exclusion: State Parks and Jim Crow
William E. O’Brien, Ph.D., Florida Atlantic University
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SEMESTER PROGRAMS AND PROJECTS
Fall 2015
- Panel Discussion: GRAVE OF THE FIREFLIES
Spring 2016
- Southern Exposure Seeds Talk: “Plants & Stories”
FALL 2016
- Rubin Patterson: “Greening Africana Studies”
SPRING 2017
- Panel Discussion: THE TUSK THAT DID THE DAMAGE
COURSES
• English 111— Composition II
• GEEN 310 — Advanced Communication
• HISTORY 299 – Special Topics
• PHILOSOPHY 275 -- Ethics
• ENGLISH 365 – Special Topics in Film
• ENGLISH 323 – Environmental Literature
• PHILOSOPHY 180 – Critical Thinking
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MORE COURSES
• Richard Chew’s history course focuses on species transplantation and the environmental, economic, and ethical consequences.
• Merry Byrd’s environmental literature class was re-vamped to focus on popular mysteries.
• Diann Baecker’s composition course focuses on global food production and sustainability.
• Renee Hill’s critical thinking course focuses on the zombie apocalypse.
OUTCOMES AND INITIATIVES
Global Perspective and Local Engagement
• Form an Environmental Humanities Club
• Develop an Environmental Humanities Concentration
• Promote humanities courses
• Emphasize international education and cross-cultural connections
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Tina Zappile, PhDAssociate Professor, Stockton University
AASCU’s National Blended Course Consortium (NBCC)Global Challenges Curriculum
AASCU’s Global Challenges Curriculum
AASCU NBCC BACKGROUND
Four Courses in the National Blended Course Consortium (NBCC):
1. Economic Inequality
2. Global Challenges: Promise and Peril in the 21st Century
3. Science for Citizens
4. Stewardship of Public Lands
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FINAL PHASE OF THE NBCC PROJECT: FULLY DIGITAL COURSES
GLOBAL CHALLENGES COURSE
Seven Global Challenges
1. Population2. Resources
3. Technology4. Information5. Economies
6. Conflict7. Governance
Additional Content
Global Citizenship: Global Literacy &
Political/Civic Engagement
Futures Perspective(s)Critical Thinking
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GLOBAL CHALLENGES LEARNING OUTCOMES
Knowledge and Skills:
1. Identify issues and impacts for key global challenges, drawing from various disciplines
2. Explain the relationships between and among global challenges
3. Employ credible resources in learning about key global challenges (information literacy)
4. Analyze political, economic, social, and/or environmental impacts of key global challenges
5. Evaluate various approaches and/or solutions to key global challenges
6. Create a solution towards a more preferable future for issues related to one or more key global challenges
Attitudes:
1. Develop a sense of global empathy (i.e. how these trends are affecting and being affected by different groups of people)
2. Recognize the importance of key global challenges
3. Acquire an intellectual curiosity about key global challenges
4. Develop an interest in taking action and being engaged locally or globally
GLOBAL VILLAGE MAGAZINE
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GLOBAL VILLAGE MAGAZINE
• Name: Diego Lopez• Age: 10 Years old• Sex: Male• Ethnicity: Hispanic• Religion: Roman Catholic• Life Expectancy: 72.88 Years• Language: Spanish• Average annual Income
measured in Gross National Income (GNI): $1.203 Trillion in US Dollars
• Occupation: Elementary School Student, House Chores
• Nature of communication with others: Face – to – face interaction, there is not much technology in rural areas of Mexico. The towns are also usually very small and everyone knows everyone.
• Nature of transportation used: Mostly buses, but there are also a few cars. Because it is a small, rural town, most roads are unpaved.
• Name: Jala Boulos• Age: 13• Sex: Female• City and country of
resident: Anbar Province, Iraq (32°N 41°E)
• Ethnicity: Arab• Religion: Islam• Language: Arabic• Average annual
income measured in Gross National Income (GNI): $232.647 Iraqi Dinar [$210.28 billion (USD)][$3716.22 per capita]
https://upload.wikimedia.org/Wikipedia/commons/0/0e/Iraqi_girl_smiles.jpg
CRITICAL THINKING
Foundation for Critical Thinking:
Elements of ThoughtIntellectual Standards
Intellectual TraitsSocratic Questions
Tennessee Tech Critical Thinking Assessment Test (CAT) & CAT Apps
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FUTURES PERSPECTIVE & INFORMATION LITERACY
SAMPLE COURSE: STOCKTON UNIVERSITY
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ASSESSMENT OF GLOBAL CHALLENGES CURRICULUM
GoGlobal! Student Testimonials
“Yes, apart from the actual information about global issues that I learned, I learned a lot about working together with my classmate. I learned how to take information from sources and analyze it… This was very beneficial to me, and this course was kind of like a preview of college before I actually stepped on campus on the first day of class which I appreciated.”
“I have become more curious about current events around the world because I felt that I gained knowledge that allowed me to understand such events better.”
“Students learned to analyze and critically evaluate ideas within this course because of the critical thinking questions given each week”
“When we would do the global villager project after every lesson, we learned how other people around the world would deal with population, growth, resources, technology, etc., and this made it easier to see from another person’s point of view.”
GoGlobal Students meet for the first time at a gathering after the semester.
“I really enjoyed the class and I continue to discuss with family members all the events that could possibly take place within the next 15-20 years. Thank you for offering this course to incoming freshman students. I would recommend this class to other students, but I would tell them to make that they are willing to put in…time and effort for a six week course.”
CONTACT INFORMATION
• Tina Zappile, Associate Professor of Political Science at Stockton University and Chair of National Curation Committee for AASCU’s Global Challenges Course: [email protected]
• Shala Mills, Professor and Chair of Political Science at Fort Hays University and key member of the National Curation Committee for AASCU’s Global Challenges Course: [email protected]
• Amanda Cook, Project Leader for AASCU NBCC: [email protected]
• George L. Mehaffy, Vice President for Academic Leadership and Change at AASCU and Director of AASCU NBCC: [email protected]
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