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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] ,

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Welcome

Welcome


Revitalizing the humanities the global humanities institute at montgomery college

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 Challenges

Association of American Colleges and Universities

Network for Academic Renewal

October 4, 2013 – Providence, Rhode Island

MONTGOMERY COLLEGE

GLOBAL HUMANITIES INSTITUTE

Dr. Rita Kranidis, Program Director

7600 Takoma Ave., Takoma Park, MD 20912

[email protected]


The humanities

The Humanities


Why globalize the humanities

Why Globalize the Humanities?

  • Film – mp4 – played here.


Initiatives of the global humanities institute

Initiatives of the Global Humanities Institute

Curricular Transformation

Scholarly Humanities Exchange

Technology

To Realize

Goals

Global Humanities Colloquia, Presentations

u

Faculty

Development

To Internationalize Humanities Curricula

New

Courses

Faculty Summer Research Stipends


A strong team

A Strong Team

In

Community and

International

Support

External Advisory

Affiliated Faculty

Internal Advisory

Collegewide 38

Workgroup


Global competencies for engaged applied humanities

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 competenciesfor engaged,appliedhumanities

Source: Svetlana Nikitina, “Applied Humanities,” Liberal Education, Winter 2009.


Global humanities institute faculty development program

  • Triple-faceted faculty development to create applied internationalized humanities curricula

    • Internationalize individual humanities courses

    • Create internationalized interdisciplinary humanities learning communities

    • Infuse service learning into internationalized humanities curricula

Global Humanities Institute Faculty Development Program


Faculty fellowship i

  • 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.

Faculty Fellowship I:

Internationalize individual humanities courses


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

Workshop for Inter-nationalizing Humanities Courses


Workshop topics

  • Backward course design

    • Global competencies

    • Internationalizing Student Learning Outcomes

  • Aspects of culture and student diversity

  • Resources and materials

  • Active learning strategies

  • Service learning

  • Student assessment

WorkshopTopics


Backward course design

Backward Course Design

State desired internationalized student learning outcomes

Determine evidence of outcomes

Plan learning experiences and instruction


Internationalizing student learning outcomes

Internationalizing Student Learning Outcomes

INTRODUCTION TO ETHICS


Internationalizing student learning outcomes1

Internationalizing Student Learning Outcomes

INTRODUCTION TO ETHICS


Internationalizing student learning outcomes2

Internationalizing Student Learning Outcomes

INTRODUCTION TO ETHICS


Workshop topics1

  • Backward course design

    • Global competencies

    • Internationalizing Student Learning Outcomes

  • Aspectsof culture and student diversity

  • Resources and materials

  • Active learning strategies

  • Service learning

  • Student assessment

WorkshopTopics


Welcome

INTRODUCTION TO ETHICS


Welcome

INTRODUCTION TO ETHICS


Welcome

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.

Assessment of Workshop Outcomes


Faculty fellowship ii

Faculty Fellowship II:

Create learning communities that explore global themes


Welcome

  • “Problems in the ‘real world’ seldom present themselves in tidy, disciplinary packages.”

    • James R. David, Interdisciplinary Courses and Team Teaching


Welcome

The need for an “integrated core.”

Boyer Report, 1987

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

SACRED TIME/SACRED SPACE/

SILVER SCREEN

Skagit Valley Community College

Philosophy of Religion

Introduction to Film


Examples of global humanities learning communities

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

Global Humanities Institute Learning Community Faculty Fellowship - Topics


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

Final product


Faculty development iii infusing service learning into internationalized humanities curricula

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)

Service Learning Global Competencies


Definition of service learning

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

Best Practices in Service-Learning


The 4 c s of reflection

  • Continuous

  • Connected

  • Challenging

  • Contextualized

The 4 C’s of Reflection


Reflection activities

  • Blogs

  • Journals

  • Highlighted journals

  • Group discussion

  • Multimedia presentations

  • Presentations to community organizations

  • Letters-to-the-editor

Reflection Activities


Service learning as applied global humanities

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 final product

  • Faculty fellows develop a student service-learning experience for their globalized course or learning community.

Service Learning Seminar FinalProduct


Global service learning

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

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

Thank You


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