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Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community
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Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community

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Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community

Richard Boyd, Betsy Collwill & Joanna Eidsmore, ICIA -Identities & Communities in Action learning community

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  • 1. ICIA: Enhancing Cross-Cultural Communication and Transnational Perspectives
  • 2. Curricular Themes and Sites <ul><li>Fall Semester Sites: South Africa, Tibet, Brazil, U.S. </li></ul><ul><li>Spring Semester Sites: Vietnam, Great Britain, Iraq, U.S. </li></ul>
  • 3. International Partners <ul><li>International Rescue Committee: Working in over 25 countries, including with immigrants in the San Diego region, to provide relief, resettlement services, and advocacy for people uprooted or affected by war and oppression. </li></ul>
  • 4. International Partners <ul><li>Horace Mann Middle School: a neighborhood school serving a predominantly immigrant population and launching an innovative curriculum focusing on social justice </li></ul>
  • 5. Learning Objectives <ul><ul><li>Foster cross-cultural and historical understandings of identity (cultural, national, racial, ethnic, religious, sexual, gender, political) within a global context; </li></ul></ul><ul><ul><li>Enhance students’ abilities to construct bridge between learning inside and outside the classroom and across cultural and national boundaries; </li></ul></ul>
  • 6. Learning Objectives <ul><li>To deepen critical reflection on the interrelationship of peoples on different parts of the globe; </li></ul><ul><li>Foster appreciation of difference and diversity; </li></ul><ul><li>Acquire skills that enhance communication and understanding among diverse constituencies (students, faculty, community learning partners, site directors) </li></ul>
  • 7. Learning Objectives <ul><li>Draw upon multiple sources, methods, and perspectives to enhance global understandings and critical thinking abilities; </li></ul><ul><li>Develop multiple literacies . </li></ul>
  • 8. Service Learning Blogs <ul><li>Students compiled a semester-long service learning blog that required their reflections on the connections between the service experience and other course content. </li></ul><ul><li>Goals: </li></ul><ul><ul><li>Increase student interaction concerning service learning experience; </li></ul></ul><ul><ul><li>Increase and streamline faculty feedback. </li></ul></ul><ul><ul><li>https://blackboard.sdsu.edu/webapps/portal/frameset.jsp?tab=courses&amp;url=/bin/common/course.pl?course_id=_99599_1 </li></ul></ul>
  • 9. Blogs for Service-Learning Site Directors <ul><li>Address serious challenges of communication among students, faculty, service-learning site directors. </li></ul><ul><li>Must be in place from day one. </li></ul>
  • 10. Changes? <ul><li>Most students unfamiliar with blogs. </li></ul><ul><li>Prepare a checklist for students to better prepare them for success. </li></ul><ul><li>Like any long-term, ongoing assignment, clear check-points necessary throughout the semester that provide faculty monitoring and help students address questions and problems. </li></ul>
  • 11. Student Power Point Presentations <ul><li>Required of all students as way to represent important aspects of service-learning experience </li></ul><ul><li>Translation of service learning experience into academic language and academic forum, e.g. providing historical context to their experience for their faculty and peers. </li></ul><ul><li>Bridge between classroom learning and community-learning experience. </li></ul><ul><li>Enriched curriculum for all students by creating globalized curriculum for peers. </li></ul><ul><li>Introduce the sites to others who may be working at the alternative site next semester or in the future. </li></ul>
  • 12. Student Achievements with Technology <ul><li>Outstanding use of technology directly integrated into class performance (visual, charts, text, music, images). </li></ul><ul><li>Global curriculum enhanced through link back into readings with international content and specific curricular themes such as multiple cultural identities. </li></ul>
  • 13. ASSESSMENT <ul><li>Selected response format assessment that addresses general learning objectives; </li></ul><ul><li>Open narrative response format that contains relevant information; </li></ul><ul><li>Selected response survey collecting data on use of technology specifically; </li></ul><ul><li>Power-point portfolio assessment by three-person faculty team </li></ul><ul><li>Service learning blog questions specifically address objective of “acquire skills that enhance communication” </li></ul>

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