welcome. revitalizing the humanities: the global humanities institute at montgomery college global...
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Welcome
Revitalizing the Humanities:The Global Humanities Institute at Montgomery
College
Global Humanities Institute Curriculum Coordinators:Marcia Bronstein – [email protected],
Shelley Jones – [email protected],
Sharyn Neuwirth – [email protected],
GLOBAL LEARNING IN COLLEGE:Asking Big Questions,
Engaging Urgent ChallengesAssociation of American Colleges and Universities
Network for Academic RenewalOctober 4, 2013 – Providence, Rhode Island
MONTGOMERY COLLEGE GLOBAL HUMANITIES INSTITUTEDr. Rita Kranidis, Program Director7600 Takoma Ave., Takoma Park, MD [email protected]
The Humanities
Languages Linguistics LiteratureArt History and
Theory
History Philosophy EthicsComparative
Religion
Archeology JurisprudenceAspects of the social sciences which have humanistic content and employ humanistic methods,
Diverse heritages, traditions, and histories and the current conditions of our national life, studied through a humanities lens.
Why Globalize the Humanities?
Film – mp4 – played here.
Initiatives of the Global Humanities Institute
Curricular Transformati
on
Scholarly Humanities Exchange
Technology To Realize
Goals
Global Humanities Colloquia,
Presentations
Faculty Development
To Internationalize Humanities Curricula
Faculty Summe
r Researc
h Stipend
s
NewCourses
A Strong Team
In
External AdvisoryAffiliated Faculty
Internal Advisory
Workgroup
Collegewide 38
Community and International
Support
Global competenciesfor engaged,appliedhumanitiesSource: Svetlana Nikitina, “Applied Humanities,” Liberal Education, Winter 2009.
Students will:
Gain a deep, comparative knowledge of the world’s peoples and problems,
Understand how history has created the dynamics and tensions of the world,
Move across boundaries and unfamiliar territory and see the world from multiple perspectives,
Do practical work that affects communities that are not well served by their societies,
Function effectively and ethically in a complex, rapidly changing world that is increasingly interdependent yet full of conflicts and disparities.
Source: Association of American Colleges and Universities (AAC&U)
Global Competencies
Global Humanities Institute Faculty Development Program
Triple-faceted faculty development to create applied internationalized humanities curriculaI. Internationalize individual
humanities coursesII. Create internationalized
interdisciplinary humanities learning communities
III. Infuse service learning into internationalized humanities curricula
Faculty Fellowship I:Internationalize individual humanities courses
Adding global content about other countries or cultures isn’t enough to make a course internationalized.
An applied global humanities curriculum explicitly develops global competencies.
Workshop for Inter-nationalizing Humanities Courses
Final Product
Infuse global content throughout each unit of a humanities course.
or
Create a stand-alone global module that examines a topic from the perspective of different cultures or countries
WorkshopTopics
Backward course design Global competencies Internationalizing Student
Learning OutcomesAspects of culture and student
diversity Resources and materials Active learning strategies Service learningStudent assessment
Backward Course Design
State desired internationalized student learning
outcomes
Plan learning experiences
and instruction
Determine evidence of outcomes
Internationalizing Student Learning Outcomes
Student Learning Outcome (SLO)
Global Competence
Critically evaluate different ethical perspectives, including altruism, pragmatism, universalism, and self-interest
INTRODUCTION TO ETHICS
Internationalizing Student Learning Outcomes
Student Learning Outcome (SLO)
Global Competence Internationalized SLO (ISLO)
Critically evaluate different ethical perspectives, including altruism, pragmatism, universalism, and self-interest
Have a deep, comparative knowledge of the world’s peoples and problems
INTRODUCTION TO ETHICS
Internationalizing Student Learning Outcomes
Student Learning Outcome (SLO)
Global Competence Internationalized SLO (ISLO)
Critically evaluate different ethical perspectives, including altruism, pragmatism, universalism, and self-interest
Have a deep, comparative knowledge of the world’s peoples and problems
Critically evaluate moral points of view and apply each to the issue of world hunger.
Identify specific local conditions (economic, political, cultural) that must be considered in an ethical analysis of world hunger.
INTRODUCTION TO ETHICS
WorkshopTopics
Backward course design Global competencies Internationalizing Student
Learning OutcomesAspects of culture and
student diversity Resources and materials Active learning strategies Service learningStudent assessment
Internationalized SLO (ISLO)
Active learning strategies and materials
Critically evaluate moral points of view and apply each to the issue of world hunger.
Identify specific local conditions (economic, political, cultural) that must be considered in an ethical analysis of world hunger.
INTRODUCTION TO ETHICS
Internationalized SLO (ISLO)
Active learning strategies and materials
Outcomes Assessment
Critically evaluate moral points of view and apply each to the issue of world hunger.
Identify specific local conditions (economic, political, cultural) that must be considered in an ethical analysis of world hunger.
Analyze maps, graphs or statistics on world hunger Read philosophical essays and arguments for and against aid. Students serve meals at homeless shelter, reflect on their personal response to feeding the poor, and relate their experience to the global issue.
INTRODUCTION TO ETHICS
Internationalized SLO (ISLO)
Active learning strategies and materials
Outcomes Assessment
Critically evaluate moral points of view and apply each to the issue of world hunger.
Identify specific local conditions (economic, political, cultural) that must be considered in an ethical analysis of world hunger.
Analyze maps, graphs or statistics on world hunger Read philosophical essays and arguments for and against aid Students serve meals at homeless shelter, reflect on their personal response to feeding the poor, and relate their experience to the global issue
Students take a position and participate in a debate: Do wealthier nations have an ethical responsibility to feed the world’s poor?
Students are assessed on their ability to support their position with ethical arguments as well as examples from specific countries or regions.
INTRODUCTION TO ETHICS
Assessment of Workshop Outcomes
Peer evaluation: Fellows apply internationalized course design principles to evaluate each other’s course/module
Self-evaluation: Fellows reflect and report on any changes in their cultural awareness and/or pedagogy resulting from this Workshop
Student outcomes: After teaching their internationalized course/module, Fellows assess their students’ mastery of the ISLOs, and revise as needed.
Faculty Fellowship II:Create learning communities that explore global themes
“Problems in the ‘real world’ seldom present themselves in tidy, disciplinary packages.”
James R. David, Interdisciplinary Courses and Team Teaching
SACRED TIME/SACRED SPACE/SILVER SCREEN
Skagit Valley Community College
Definition of Learning Communities
Learning Communities cluster courses around an interdisciplinary theme, enrolling a common cohort of students. This intentional restructuring of students’ time, credit and learning experiences fosters more explicit intellectual connections between students, between students and their faculty, and between disciplines.
SOURCE: Shapiro and Levine, (2000), Creating Learning Communities
The need for an “integrated core.” Boyer Report, 1987
Philosophy of Religion
Introduction to Film
Examples of Global Humanities Learning Communities
• PAN AFRICAN LEARNING COMMUNITY• Sacramento State College
• GLOBAL WOMEN• Montgomery College
• VISIONS OF FREEDOM• Duke University Focus Program
Global Humanities Institute Learning Community Faculty Fellowship - Topics
Learning community theory and design
Internationalization theory and design
Scholarly study of global theory
Pedagogy that builds civility, community, and civic engagement
Final product
A global humanities learning community plan, including: Global theme Global interdisciplinary outcomes Merged syllabus Integrative assignment Global or “glocal” service
assignment Team-taught lesson
Faculty Development III: Infusing Service Learning Into Internationalized Humanities Curricula
Service Learning Global Competencies
Students will:Move across boundaries and unfamiliar territory and see the world from multiple perspectives,Engage in practical work with fundamental issues that affect communities that are not well served by their societies,Believe that their actions and ideas will influence the world in which they live,Function effectively and ethically in a complex, rapidly changing world that is increasingly interdependent yet full of conflicts and disparities. Source: Association of American Colleges and Universities (AAC&U)
Definition of Service Learning
Service-Learning is a “credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs, and (b) reflect on the service activity in such a way as to gain further understanding of curricular content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.”
Adapted from R.G. Bringle and J.A. Hatcher, A Service-Learning Curriculum for Faculty, Michigan Journal of Community Service Learning, 1995, 2: 112-122
Best Practices in Service-Learning
Reciprocity
Rigor
Reflection
Assessment
The 4 C’s of Reflection
Continuous
Connected
Challenging
Contextualized
Reflection Activities
BlogsJournalsHighlighted journalsGroup discussionMultimedia presentationsPresentations to community
organizationsLetters-to-the-editor
Service Learning as Applied Global Humanities
Topics
Best practices in service-learning design and application
Examination of case studies of service-learning projects with global perspectives and an applied humanities approach
Guided practical exercises for fellows to develop service-learning activities
Assistance, along with campus service-learning coordinators, with logistics, partner contacts and evaluation of service-learning activities
Participation in faculty fellows service-learning project
Service Learning Seminar FinalProduct
Faculty fellows develop a student service-learning experience for their globalized course or learning community.
Global Service Learning
If I don’t live in a metropolitan area with an international population, how can I globalize a service-learning opportunity for my students?
Service-Learning Projects in Applied Global Humanities Courses and Learning
Communities
•Women and Literature—Women in the Congo•Intermediate Spanish—Heroes Project•African American Voices Learning Community —Historical Research for Civic Association
Thank You