Presentation is loading. Please wait.

Presentation is loading. Please wait.

Welcome. Revitalizing the Humanities: The Global Humanities Institute at Montgomery College Global Humanities Institute Curriculum Coordinators: Marcia.

Similar presentations


Presentation on theme: "Welcome. Revitalizing the Humanities: The Global Humanities Institute at Montgomery College Global Humanities Institute Curriculum Coordinators: Marcia."— Presentation transcript:

1 Welcome

2 Revitalizing the Humanities: The Global Humanities Institute at Montgomery College Global Humanities Institute Curriculum Coordinators: Marcia Bronstein – marcia.bronstein@montgomerycollege.edu, marcia.bronstein@montgomerycollege.edu Shelley Jones – shelley.jones@montgomerycollege.edu, shelley.jones@montgomerycollege.edu Sharyn Neuwirth – sharyn.neuwirth@montgomerycollege.edu, sharyn.neuwirth@montgomerycollege.edu 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 global.humanities@montgomerycollege.edu

3 The Humanities LanguagesLinguisticsLiterature Art History and Theory HistoryPhilosophyEthicsComparative Religion ArcheologyJurisprudence Aspects 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.

4 Why Globalize the Humanities? Film – mp4 – played here.

5 Initiatives of the Global Humanities Institute Curricular Transformation Scholarly Humanities Exchange Technology To Realize Goals Global Humanities Colloquia, Presentations Faculty Development To Internationalize Humanities Curricula Faculty Summer Research Stipends New Courses

6 A Strong Team In External Advisory Affiliated Faculty Internal Advisory Workgroup Collegewide 38 Community and International Support

7 Global competencies for engaged, applied humanities Source: Svetlana Nikitina, Applied Humanities, Liberal Education, Winter 2009. Students will: Gain a deep, comparative knowledge of the worlds 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

8 Global Humanities Institute Faculty Development Program Triple-faceted faculty development to create applied internationalized humanities curricula I. Internationalize individual humanities courses II. Create internationalized interdisciplinary humanities learning communities III. Infuse service learning into internationalized humanities curricula

9 Faculty Fellowship I: Internationalize individual humanities courses Adding global content about other countries or cultures isnt enough to make a course internationalized. An applied global humanities curriculum explicitly develops global competencies.

10 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

11 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

12 Backward Course Design State desired internationalized student learning outcomes Plan learning experiences and instruction Determine evidence of outcomes

13 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

14 Internationalizing Student Learning Outcomes Student Learning Outcome (SLO) Global CompetenceInternationalized SLO (ISLO) Critically evaluate different ethical perspectives, including altruism, pragmatism, universalism, and self- interest Have a deep, comparative knowledge of the worlds peoples and problems INTRODUCTION TO ETHICS

15 Internationalizing Student Learning Outcomes Student Learning Outcome (SLO) Global CompetenceInternationalized SLO (ISLO) Critically evaluate different ethical perspectives, including altruism, pragmatism, universalism, and self- interest Have a deep, comparative knowledge of the worlds 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

16 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

17 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

18 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

19 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 worlds 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

20 Assessment of Workshop Outcomes Peer evaluation: Fellows apply internationalized course design principles to evaluate each others 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.

21 Faculty Fellowship II: Create learning communities that explore global themes

22 Problems in the real world seldom present themselves in tidy, disciplinary packages. James R. David, Interdisciplinary Courses and Team Teaching

23 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

24 Examples of Global Humanities Learning Communities PAN AFRICAN LEARNING COMMUNITY Sacramento State College GLOBAL WOMEN Montgomery College VISIONS OF FREEDOM Duke University Focus Program

25 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

26 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

27 Faculty Development III: Infusing Service Learning Into Internationalized Humanities Curricula

28 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)

29 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

30 Best Practices in Service- Learning Reciprocity Rigor Reflection Assessment

31 The 4 Cs of Reflection Continuous Connected Challenging Contextualized

32 Reflection Activities Blogs Journals Highlighted journals Group discussion Multimedia presentations Presentations to community organizations Letters-to-the-editor

33 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

34 Service Learning Seminar Final Product Faculty fellows develop a student service-learning experience for their globalized course or learning community.

35 Global Service Learning If I dont live in a metropolitan area with an international population, how can I globalize a service-learning opportunity for my students?

36 Service-Learning Projects in Applied Global Humanities Courses and Learning Communities Women and LiteratureWomen in the Congo Intermediate SpanishHeroes Project African American Voices Learning Community Historical Research for Civic Association

37 Thank You


Download ppt "Welcome. Revitalizing the Humanities: The Global Humanities Institute at Montgomery College Global Humanities Institute Curriculum Coordinators: Marcia."

Similar presentations


Ads by Google