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

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Welcome Slide 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 Slide 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. Slide 4 Why Globalize the Humanities? Film mp4 played here. Slide 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 Slide 6 A Strong Team In External Advisory Affiliated Faculty Internal Advisory Workgroup Collegewide 38 Community and International Support Slide 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 Slide 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 Slide 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. Slide 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 Slide 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 Slide 12 Backward Course Design State desired internationalized student learning outcomes Plan learning experiences and instruction Determine evidence of outcomes Slide 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 Slide 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 Slide 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 Slide 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 Slide 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 Slide 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 Slide 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 Slide 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. Slide 21 Faculty Fellowship II: Create learning communities that explore global themes Slide 22 Problems in the real world seldom present themselves in tidy, disciplinary packages. James R. David, Interdisciplinary Courses and Team Teaching Slide 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 Slide 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 Slide 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 Slide 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 Slide 27 Faculty Development III: Infusing Service Learning Into Internationalized Humanities Curricula Slide 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) Slide 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