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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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Transcript

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

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