Globallearning outcomes final


Published on

Situating Our Practice within a Global Context: Integrating Global Learning Outcomes within the Curriculum

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Globallearning outcomes final

  1. 1. Situating our practice within a global context: Integrating global learning outcomes into the curriculum Two-Year College English Association of the Northeast 47th Annual Conference October 2012 Syracuse, NY Cynthia S. Wiseman, BMCC, CUNY
  2. 2. BMCC’s path to global citizenshipPresident Anthony Perez, Leadership: Forward-looking administration• Salzburg Seminar: (2004-2009)• Student World Assembly Club: Global issues & "global citizenship” – Model UN• Global Studies Committee & International Education Initiative (IEI) – Preliminary plan for internationalization of college – Global Pedagogy Handbook (2007)• BMCC Teaching Learning Center & Faculty Development Day: presentations and dialogue re globalization• “Globalization Day,” (2010): college-wide event to promote global awareness through group discussions involving faculty and students, film screenings, slide presentations, and a keynote speaker.• Globalization Task Force (2011)• Steering Committee on Global Studies Center (2011-2012) – approval by Collaborative Council, comprised of President’s Cabinet including Deans and VPs as well as faculty and staff
  3. 3. Salzburg Global Seminar• One-week International Study Program (ISP) under the auspices of the Salzburg Institute: A leading forum for global dialogue.• Funded through the President’s Office• Since 2004, 71 students and 51 faculty and administrators
  4. 4. Internationalization of Curricula• International Education Initiative (IEI): a global perspective to the classes• College-wide Global Pedagogy Handbook (2007) – A global awareness to contribute to personal and educational growth. – Best instructional practices adopted by BMCC faculty to bring global insights to the academic curricula. – Course descriptions, assignments, lessons and projects in 31 courses spanning 11 academic departments and the Center for Ethnic Studies and career programs like Nursing, Business; Science and Teacher Education
  5. 5. Globally Competent Learner ACIIE Conference (1996)• Empowered by experience of global education to help make a difference in society• Committed to global lifelong learning• Aware of diversity commonalities and interdependence of the world• Recognizes the geopolitical and economic interdependence of our world• Appreciates impact of other cultures on American life• Accepts the importance of all peoples• Capable of working in diverse teams• Understands the non-universality of culture, religion and values• Accepts responsibility for global citizenship
  6. 6. Template for Global Pedagogy Handbook BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York Department of ______________ Best Practices for Teaching with a Global PerspectiveCOURSE INFORMATION: Course Code: Name of Course/ProfessorDESCRIPTION OF COURSESTUDENT LEARNING OUTCOMES:DESCRIPTION OF UNITS, LESSONS, PROJECTS, AND/OR ASSIGNMENTS:ASSESSMENT:RESOURCES: Book: Magazines and Journals: Websites:
  7. 7. Global Pedagogy HandbookCourse Learning Outcomes Assessments InstrumentsFNB300 • Read and properly interpret global • Globally diversified portfolio Global economic data, graphs, geopolitical and • Research globalInvestment socio-cultural issues relevant to making economic and Understanding investment decisions financial issues Assessment • Read and properly interpret financial data • global perspectives and ratios of firms and industries of on financial decision- Survey diverse economies relevant to making making. investment decisions • Self-assessment • Perform intermediate mathematical and statistical calculations used in financial decision-making and investing • Compare risk and return in a broader globally diversified portfolio context when choosing alternative investment instruments • Use the computer S/W packages to perform the above procedures for valuation and analysis purposes • Think logically and globally about investment problems
  8. 8. Global Pedagogy HandbookCourse Learning Outcomes Assessments InstrumentsMarketing • To reflect on the impact of • Class discussion on serving Assessment global markets100 culture on marketing • To link their prior study of consumer behavior to an understanding of how to communicate with audiences in international markets • To understand the differences between a global marketing strategy and a multi-domestic strategy in reaching international markets
  9. 9. Global Pedagogy HandbookCourse Learning Outcomes Assessments InstrumentsESL095 • To develop an interest in Self-Report: SurveyIntensive Wr: reading about beginning, mid-Weekly blog international/national current term, end eventson • To develop technologicalinternational awareness (internet literacy)events • To develop an awareness of global issues • To develop an understanding of the dynamics of interactivity between government, business, and education • To read on a regular basis newspapers and magazines covering international issues
  10. 10. Learning Outcomes/Assessments• to get a solid sense of modern literature – its historical scope, To assess how well students have grasped the material about early its cultural influences, its global reaches. stages of colonialism, about its links to cultural production, how• to become more familiar with the range of electronic much they are sparked into taking some “ownership” of these resources linked to world literature—whether full texts, ideas, and feeling comfortable pursing these matters critical writing, or supplemental material that expands independently—and hopefully long after the course ends—I can context consider four areas. One—how well do the students actually link their understanding of the commodities exploited and traded in this period to the next section, on Rape of the Lock and Gullivers Travels? I expect them to be able to see more clearly the actual “things” involved in these texts, and how important they have become in influencing economic and cultural changes. This is, of course, a tall order, but there are some glimmerings showing through in classroom discussions. Secondly—I can assume that students now have a stronger capability of actually mapping world cultures. I can expect them to create a visual/on-line project that brings together images from this period, websites with interesting discussions of colonialism, of other travel narratives, of the role of the slave trade in British wealth (hence the wealth of the Bennet family in Pride and Prejudice—all in all, a kind of electronic annotated bibliography that extends this lesson in their own terms. Thirdly—and this is related to the previous assessment—I can expect students from the Caribbean, for example, to further explore their backgrounds through the lens of this new information. A student might retell a story she heard from her family in Guyana that is tied to the history of colonialism. Such explorations can take place in Blackboards discussion board or in classroom presentations. Fourthly—I can consider writing assignments, whether in short reading papers (2-3 pgs, low-stakes writing) or more formal essays, that aim to combine some aspects of this project with their reading of the literature that follows.
  11. 11. Globalization Task Force Report (2011)• College objective: to infuse curriculum with an international dimension to ensure that BMCC’s graduates will possess the global perspectives essential for succeeding in the 21st century.• Coordinated, comprehensive effort to globalize the campus in 4 essential areas: – Academic Excellence in Global Education – Fostering Global Citizenship – Improving Organizational Effectiveness – Promoting Alliances with the Business Community
  12. 12. Recommendations• Creation of a uniform, centralized system to ensure lasting instructional support for international education in the form of mentoring and encourage greater faculty participation.• Infuse courses with core competencies aligned with similar courses at senior colleges and in compliance with the recommendations of the American Council on Education.• A curriculum development model : The Quality Assurance Model (University of Maryland): Quality assurance protocol: standards for training & course development aligned with college benchmarks• Peer review to certify the quality of course content & provide feedback• Encourage the use of emerging technologies towards the creation of additional online courses and attract greater student interest in global studies.
  13. 13. Goals• Curriculum (Dean for Academic Programs and Instruction)• Professional development (Dean for Academic Support Services and Faculty Development)• Study abroad/student exchange (Department of Student Life)• International student advisement (Admissions)• Office of Continuing Education and Workforce Development: study abroad opportunities through non-credit programs.
  14. 14. Proposed initiatives• Creation of a Center for Global Education and Citizenship: centralized system to facilitate information sharing, strategic planning and follow- through on good ideas• Address increased interest in study abroad and global curriculum reform central office responsible for coordinating all of these activities• Establish a visible and central place to coordinate international initiatives at BMCC• Centrally managed leadership that asserts the role of international initiatives at BMCC
  15. 15. Global Studies Steering Committee• Globalization: 1 of 4 pillars in BMCCs Strategic Plan• Committee of faculty, staff, and administrator/guide• Proposal focusing on implement of past recommendations• Collaborative Council approval & allocation of funding
  16. 16. Standing Advisory Committee on GlobalizationStanding Advisory Committee on Globalization• provide oversight and carry out recommendations• Implementation of specific projects under the college’s five-year strategic plan.• Report directly to the Provost• Representatives from offices involved in the delivery of direct services• Representation from the college’s Globalization Subcommittee.• Faculty
  17. 17. Develop Global Intensive Courses• Develop “Global Intensive” courses modeled on Writing Intensive or Writing Across the Curriculum programs at the college• New Interdisciplinary AA or AS Global Studies major and minor, perhaps in Ethnic Studies Dept.• Establish a Center for Global Education and Citizenship• Create competitions on subjects with global content (organized by departments/majors)• Promote Co-Curricular activities with global content (i.e. student conferences, Student World Council)• Develop courses with global content, a possible mandatory course (world studies: geography, demographics, international economics, world religions, languages, ethnic studies, regional studies etc.)• Implement student honors contracts in globalization
  18. 18. Faculty Development• Develop pertinent interdisciplinary research involving globalization• Facilitate faculty development workshops involving international education• Increased support for Faculty conferences• Mentoring for faculty on student advisement for activities with a global focus• Promote faculty publications in international education• Increased support for interdisciplinary research in globalization• Mentor faculty grant writing involving international education
  19. 19. Initiatives and Events• Increased support for student exchanges, faculty exchanges, Visiting Scholars Program• Host visiting scholars and sponsor more social events with international theme• Increased support for study abroad programs.• Establish an international coffee hour• Develop international internship through Co-op Ed. Dept. or Career Development• Leadership training involving international education• Greater utilization of Tribeca PAC to promote globalization on campus• Support social events with global theme and/or service component (e.g. Heritage Months, International Coffee Hour, and Speakers’ Bureau).
  20. 20. Thank You! Q&A?