1. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop Interview of Mary Embry by Sara Reeves Internationalizing R404: International Textiles and Apparel Trade

2. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop OVERVIEW Motivations Steps Assignments Evaluations

3. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop INTERNATIONALIZATION COLLABORATIVE ACROSS BLOOMINGTON (ICAB) Four-year collaboration between Indiana University Bloomington and Ivy Tech Bloomington Develops faculty learning communities working towards designing global learning experiences Professional support on course and curriculum internationalization

4. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop MOTIVATIONS To improve student’s ability to adopt non-western viewpoints To more actively involve students in international socio-economic issues To explore global citizenship practices

5. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop FIRST STEPS Evaluate course outcomes Backward course design Trade from at least two perspectives

6. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop ORIGINAL OUTCOMES 1. Develop critical thinking and communication skills. –Evaluate breadth and depth of information. Read, listen, discuss, observe –Evaluate quality of information: primary and secondary sources; fact, theory, findings, description, opinion, hearsay. –Analyze consistency and conflict of information: determine major points. –Synthesize response. 2. Analyze the size, scope, and components of the global textile and apparel business. 3. Understand the concept of the global economy and basic trade regulations in effect. 4. Consider conflicts and compare merits of perspectives of textile and apparel business operations.

7. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop INTERNATIONALIZED OUTCOMES 1. Understand the global textile and apparel supply chain; compare and contrast where apparel and textile product is made, where it is consumed, and why. 2. Demonstrate the ability to use databases, library resources, and international sources to access rich information that is specifically used to understand the global textile and apparel industry. 3. Be able to use both quantitative and qualitative descriptors that characterize a country socially, economically, and politically. Use these descriptors to make comparisons of standards of living between countries. 4. Identify and compare national, regional, and international structures that are involved in global trade in textiles and apparel. 5. Define and argue the competing views of impact that textiles and apparel manufacturing and consumption has socially and economically.

8. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop PEDAGOGICAL STRUCTURES a clear focus on information literacy so students can effectively search, find and employ global sources conducting interviews with international students from the area of the world the student is studying reflective writing that contrasts and compares global perspectives relevant examples of people who exhibit global citizenship

9. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop 1.Understand the global textile and apparel supply chain; compare and contrast where apparel and textile product is made, where it is consumed, and why. 2.Demonstrate the ability to use databases, library resources, and international sources to access rich information that is specifically used to understand the global textile and apparel industry. 3.Be able to use both quantitative and qualitative descriptors that characterize a country socially, economically, and politically. Use these descriptors to make comparisons of standards of living between countries. 4.Identify and compare national, regional, and international structures that are involved in global trade in textiles and apparel. 5.Define and argue the competing views of impact that textiles and apparel manufacturing and consumption has socially and economically. INFORMATION LITERACY RELEVANT COURSE OUTCOMES

10. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop INFORMATION LITERACY INTEGRATION Spring 2012Spring 2013 week 3 exploratory bibliography week 4 librarian course instruction & library assignment week 5annotated bibliographylibrary assignment & revised bibliography week 7country statistics reportlibrary assignment + country statistics report week 8regional reportthesis proposal & annotated bibliography + regional report week 11thesis proposal & review + interviewsthesis outline & annotated bibliography + interviews week 12 research consultations week 13 rough draft week 14presentations & rough draft week 15final paperpresentations week 16 final paper

11. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop INFORMATION LITERACY PRE/POST TESTS SPRING 2012 AND FALL 2012

12. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop CONTEXTUAL INTERVIEWS assignment: interview someone who has lived in your country of study. Clarify and further describe the economic, political, and cultural information you have acquired. Where students find interviewees: international Area Study Centers cultural student organizations, colleagues friends and relatives social media Interviews are then used to discuss in class the differences between aggregate descriptors of a country and the concerns of those who have lived in the country. Often students base their final research topic on issues uncovered in these interviews.

13. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop CONTEXTUAL INTERVIEWS PRE/POST EVALUATIONS

14. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop 1.Understand the global textile and apparel supply chain; compare and contrast where apparel and textile product is made, where it is consumed, and why. 2.Demonstrate the ability to use databases, library resources, and international sources to access rich information that is specifically used to understand the global textile and apparel industry. 3.Be able to use both quantitative and qualitative descriptors that characterize a country socially, economically, and politically. Use these descriptors to make comparisons of standards of living between countries. 4.Identify and compare national, regional, and international structures that are involved in global trade in textiles and apparel. 5.Define and argue the competing views of impact that textiles and apparel manufacturing and consumption has socially and economically. WORLDVIEW REFLECTIONS RELEVANT COURSE OUTCOMES

15. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop OBJECTIVE: demonstration of an understanding of topics based on an assigned role in a developed country, then in a less industrialized country example prompt: You are a citizen concerned about your country's standard of living and your well-being. What are your views on: being protective of the industry vs. adopting an export orientation? encouraging multinationals vs. domestically owned industries? do these views change if you are a consumer, manufacturer, or retailer? WORLDVIEW REFLECTIONS EXAMPLE PROMPT

16. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop examples of internationalized reflections : …we have the ability to produce low cost goods. It is important that trade barriers aren’t made for the purpose of restricting our capacity to export to other countries. …when it comes to the Congo, what (does) free trade actually mean? What is really free about it?... …I have just enough money to put food on the table…I am dependent on this job…and (the country) has not established any independent part of the supply chain….I am afraid our economy will suffer when others gain. WORLDVIEW REFLECTIONS STUDENT EXAMPLES

17. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop WORLDVIEW REFLECTIONS PRE/POST EVALUATIONS

18. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop THESIS DEVELOPMENT Students present interviews Re-evaluate resources Propose thesis for critique/thesis outline

19. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop THESIS DEVELOPMENT Student examples Honduras is competitively positioned for industrial growth, the rippling effects of the political crisis of 2009 continue to further limit the nation’s opportunities for economic and social development. An abundance of the natural resource, oil, has drastically impaired the country of Nigeria. The country struggles to deal with the wealth, the corruption, and mismanagement of that valuable resource, and the effects are felt economically, socially, environmentally, and politically. Guatemala’s participation in a global economy, which promised to be an engine of development and a lift out of poverty, has left many questioning the likely effects it has on improving the lives of individuals in Guatemala. A new transnational perspective has locked the country in an exploitive relationship with its trading partners, characterized by deplorable working conditions and persistent social inequality.

20. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop GLOBAL CITIZENSHIP

21. P. Roberto GarciaFeb. 2, 2007School of Education Breeze Workshop RESOURCES Internationalization Collaborative Across Bloomington (ICAB): www.indiana.edu/~global/icabwww.indiana.edu/~global/icab Prof. Embry’s ICAB Course Portfolio: go.iu.edu/7wggo.iu.edu/7wg ICAB Resources: www.indiana.edu/~global/icab/resources.php www.indiana.edu/~global/icab/resources.php Other Course Portfolios: www.indiana.edu/~global/icab/portfolios.php www.indiana.edu/~global/icab/portfolios.php