Welcome
Download
1 / 37

Welcome - PowerPoint PPT Presentation


  • 84 Views
  • Uploaded on

Welcome. Revitalizing the Humanities: The Global Humanities Institute at Montgomery College. Global Humanities Institute Curriculum Coordinators: Marcia Bronstein – [email protected] , Shelley Jones – [email protected] ,

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Welcome' - maxim


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

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]



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

Faculty Fellowship I:

Internationalize individual humanities courses


Workshop for inter nationalizing humanities courses

  • Final Product isn’t enough to make a course internationalized.

    • 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 isn’t enough to make a course internationalized.

    • 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 isn’t enough to make a course internationalized.

State desired internationalized student learning outcomes

Determine evidence of outcomes

Plan learning experiences and instruction


Internationalizing student learning outcomes
Internationalizing Student Learning Outcomes isn’t enough to make a course internationalized.

INTRODUCTION TO ETHICS


Internationalizing student learning outcomes1
Internationalizing Student Learning Outcomes isn’t enough to make a course internationalized.

INTRODUCTION TO ETHICS


Internationalizing student learning outcomes2
Internationalizing Student Learning Outcomes isn’t enough to make a course internationalized.

INTRODUCTION TO ETHICS


Workshop topics1

  • Backward course design isn’t enough to make a course internationalized.

    • Global competencies

    • Internationalizing Student Learning Outcomes

  • Aspectsof culture and student diversity

  • Resources and materials

  • Active learning strategies

  • Service learning

  • Student assessment

WorkshopTopics


INTRODUCTION TO ETHICS isn’t enough to make a course internationalized.


INTRODUCTION TO ETHICS isn’t enough to make a course internationalized.


INTRODUCTION TO ETHICS isn’t enough to make a course internationalized.


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: design principles to evaluate each other’s course/module

Create learning communities that explore global themes



The need for an “integrated core.” themselves in tidy, disciplinary packages.”

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 themselves in tidy, disciplinary packages.”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 themselves in tidy, disciplinary packages.”

  • 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

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: Internationalized Humanities Curricula

  • 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 Internationalized Humanities Curricula

  • 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 Internationalized Humanities Curricula

  • Rigor

  • Reflection

  • Assessment

Best Practices in Service-Learning


The 4 c s of reflection

  • Continuous Internationalized Humanities Curricula

  • Connected

  • Challenging

  • Contextualized

The 4 C’s of Reflection


Reflection activities

  • Blogs Internationalized Humanities Curricula

  • 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 Internationalized Humanities Curricula

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

Service Learning Seminar FinalProduct


Global service learning
Global Service Learning experience for their globalized course or learning community.

  • 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 Courses and Learning Communities


ad