Welcome

1. Welcome

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

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  u Faculty Development To Internationalize Humanities Curricula New Courses Faculty Summer Research Stipends

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

7. 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.

8. 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

9. 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

10. 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

11. 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

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

13. Internationalizing Student Learning Outcomes INTRODUCTION TO ETHICS

14. Internationalizing Student Learning Outcomes INTRODUCTION TO ETHICS

15. Internationalizing Student Learning Outcomes INTRODUCTION TO ETHICS

16. 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

17. INTRODUCTION TO ETHICS

18. INTRODUCTION TO ETHICS

19. INTRODUCTION TO ETHICS

20. 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

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. 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

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. 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

26. 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

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

28. 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

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. Reciprocity • Rigor • Reflection • Assessment Best Practices in Service-Learning

31. Continuous • Connected • Challenging • Contextualized The 4 C’s of Reflection

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

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

35. 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?

36. 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

37. Thank You