The document discusses the rationale for teaching international development in community colleges. It argues that such a course would complement existing programs, engage the diverse student population, and prepare students for global career opportunities. It also provides background on the origins of international development as a field, from agreements like the Atlantic Charter and Bretton Woods Conference to institutions like the World Bank and IMF. Key players in the development arena are identified.
Building Inclusive Finacial Sectors for DevelopmentDr Lendy Spires
This document provides an overview of a United Nations report on building inclusive financial sectors for development. The report was produced jointly by the UN Department of Economic and Social Affairs and the UN Capital Development Fund based on multi-stakeholder consultations held in 2004-2005. It aims to help policymakers develop national strategies to overcome impediments to access to financial services and build inclusive financial systems. The report draws on experiences from around the world and offers a menu of options for policymakers. It also covers the policy, legal and regulatory environments needed to promote inclusive finance.
The document discusses how youth can help advance the Millennium Development Goals agenda by becoming Youth Millennium Development Ambassadors and working at the local level to convene community summits, formulate community development goals, and design programs to realize the goals in their own communities based on the United Nations model of formulating the MDGs. Youth are central to achieving many of the MDGs and can inspire, empower, connect, and mobilize local communities towards sustainable development.
While Model UN and Model G20 share similarities, there are also significant differences between the two programs. Not only is MG20 unique to Model UN, but it also offers experiences that are more value-driven and relevant.
Community is the Answer: What is the Question?TANKO AHMED fwc
The document provides a keynote address on the topic of "Community is the Answer" delivered at a joint conference in Nigeria. The summary is:
1. The address explores the question posed by the conference theme "Community is the Answer" by examining concepts of community, education, and sustainable development.
2. It reviews global and national efforts towards education for all and inclusive education, and questions their success at the community level.
3. The speaker calls the conference to action by strengthening relevant policies and linking research to policymakers to better meet community needs. The goal is to move beyond analysis to practical solutions.
This document summarizes the key discussion points from a panel on alliances for inter-American higher education. The panel discussed the need for greater collaboration between higher education institutions, private sector organizations, and philanthropic groups to address issues of access, funding, and workforce development. Specifically, they emphasized the importance of partnerships to identify regional education and workforce needs, inventory academic programs, and increase access to curriculum through online and cross-border programs in order to better align education with the demands of the job market. Private funding was viewed as necessary to fill gaps in public funding for higher education.
This is the Powerpoint presented by Shari Albright at the PGL School Study Tour at Washington International School (Feb. 19-20, 2009) in Washington, D.C.
World Economic and Social Survey 2012: In Serach of New Development FinanceDr Lendy Spires
The document analyzes potential sources of innovative financing for development needs and global challenges. It finds that while some initiatives have successfully raised billions for global health programs, overall the additional funds generated have been limited. It estimates various proposed mechanisms could raise hundreds of billions annually, but realizing this potential would require international agreement and governance structures. Proposals include taxes on financial transactions, carbon emissions and billionaire wealth, as well as issuing Special Drawing Rights through the IMF. Existing earmarking of funds may limit flexibility, so governance of uses and allocation will be important to consider.
The Challenges of Studying and Living Abroad: Culture ShockBabajide Alao
International students face numerous challenges when studying abroad, particularly culture shock. Culture shock results from losing familiar social cues and replacing them with unfamiliar ones, causing anxiety. It can negatively impact students' psychological and physical health. Common issues include isolation, stress, depression, and difficulties adapting to a new environment, language, and way of life. However, institutions and communities can help international students integrate by promoting social support activities and cultural awareness programs to ease culture shock.
Building Inclusive Finacial Sectors for DevelopmentDr Lendy Spires
This document provides an overview of a United Nations report on building inclusive financial sectors for development. The report was produced jointly by the UN Department of Economic and Social Affairs and the UN Capital Development Fund based on multi-stakeholder consultations held in 2004-2005. It aims to help policymakers develop national strategies to overcome impediments to access to financial services and build inclusive financial systems. The report draws on experiences from around the world and offers a menu of options for policymakers. It also covers the policy, legal and regulatory environments needed to promote inclusive finance.
The document discusses how youth can help advance the Millennium Development Goals agenda by becoming Youth Millennium Development Ambassadors and working at the local level to convene community summits, formulate community development goals, and design programs to realize the goals in their own communities based on the United Nations model of formulating the MDGs. Youth are central to achieving many of the MDGs and can inspire, empower, connect, and mobilize local communities towards sustainable development.
While Model UN and Model G20 share similarities, there are also significant differences between the two programs. Not only is MG20 unique to Model UN, but it also offers experiences that are more value-driven and relevant.
Community is the Answer: What is the Question?TANKO AHMED fwc
The document provides a keynote address on the topic of "Community is the Answer" delivered at a joint conference in Nigeria. The summary is:
1. The address explores the question posed by the conference theme "Community is the Answer" by examining concepts of community, education, and sustainable development.
2. It reviews global and national efforts towards education for all and inclusive education, and questions their success at the community level.
3. The speaker calls the conference to action by strengthening relevant policies and linking research to policymakers to better meet community needs. The goal is to move beyond analysis to practical solutions.
This document summarizes the key discussion points from a panel on alliances for inter-American higher education. The panel discussed the need for greater collaboration between higher education institutions, private sector organizations, and philanthropic groups to address issues of access, funding, and workforce development. Specifically, they emphasized the importance of partnerships to identify regional education and workforce needs, inventory academic programs, and increase access to curriculum through online and cross-border programs in order to better align education with the demands of the job market. Private funding was viewed as necessary to fill gaps in public funding for higher education.
This is the Powerpoint presented by Shari Albright at the PGL School Study Tour at Washington International School (Feb. 19-20, 2009) in Washington, D.C.
World Economic and Social Survey 2012: In Serach of New Development FinanceDr Lendy Spires
The document analyzes potential sources of innovative financing for development needs and global challenges. It finds that while some initiatives have successfully raised billions for global health programs, overall the additional funds generated have been limited. It estimates various proposed mechanisms could raise hundreds of billions annually, but realizing this potential would require international agreement and governance structures. Proposals include taxes on financial transactions, carbon emissions and billionaire wealth, as well as issuing Special Drawing Rights through the IMF. Existing earmarking of funds may limit flexibility, so governance of uses and allocation will be important to consider.
The Challenges of Studying and Living Abroad: Culture ShockBabajide Alao
International students face numerous challenges when studying abroad, particularly culture shock. Culture shock results from losing familiar social cues and replacing them with unfamiliar ones, causing anxiety. It can negatively impact students' psychological and physical health. Common issues include isolation, stress, depression, and difficulties adapting to a new environment, language, and way of life. However, institutions and communities can help international students integrate by promoting social support activities and cultural awareness programs to ease culture shock.
UN CC:Learn is a UN partnership that supports countries in developing national climate change learning strategies and building individual and institutional capacities to address climate change through knowledge sharing, coordination of learning interventions, and support for developing customized learning materials and training programs; it has helped leverage over $1 million in one country to expand teacher training on climate change and established learning frameworks in several pilot countries.
This document discusses Global Citizenship Education (GCED) as an educational concept that prepares learners for the challenges of the 21st century globalized world. It combines aspects of civic education, global education, peace education, and human rights education by focusing on developing knowledge, skills, values and attitudes to foster participation in and contribution to a more equitable global society. The United Nations and UNESCO have adopted GCED as a framework to promote education for global citizenship and a more just and peaceful world. The document examines key questions around GCED, such as balancing national and cosmopolitan identities, and how it can be implemented in practice.
This document discusses challenges related to migration and development cooperation. It notes that while migration brings both opportunities and challenges, perceptions of migrants are often negative. The 2030 Agenda and Global Compact on Migration provide a framework for managing migration in a way that benefits development. However, locally-led solutions tailored to specific contexts are needed. Collecting disaggregated data on migration and the SDGs can help inform evidence-based policies. Advocacy is also important to change negative narratives around migration and highlight migrants' contributions. Protecting vulnerable groups like women and ensuring their participation is key. Cooperation between countries is necessary to develop protection-sensitive policies on mixed migration flows.
JUNE 2014
DACnews is designed to help development practitioners keep abreast of DAC work so that we can increase its reach and impact. We would very much appreciate your helping us to reach as wide an audience as possible by forwarding this sign-up link to people you feel may be interested.
Anything new in development?
Innovation is a frequently used word in development circles. And indeed, finding new ways of working – and creating broader partnerships – is increasingly important. This DACnews looks at several ways in which the DAC is innovating: by welcoming new members such as Iceland and the Czech Republic; by intensifying the dialogue on triangular co-operation; by looking at development co-operation from the receiving end and factoring in the e-revolution; and by deepening understanding of how to green development. It also celebrates 30 years of the DAC Evaluation Network.
Dialogues at the UN Economic and Social Council 2011+421 Foundation
The document summarizes the key discussions and events from the 2011 Annual Session of the UN Economic and Social Council (ECOSOC). The session focused on accelerating progress on education goals, promoting sustainable and inclusive economic growth, empowering the UN system, and addressing humanitarian situations in the Horn of Africa, South Sudan, and Haiti. High-level speakers addressed challenges to achieving education for all and the Millennium Development Goals. ECOSOC adopted a declaration calling for effective implementation of education agendas and stressing the role of education in development.
MaryLou Forward: Globally Networked Learning through Virtual ExchangeAlexandra M. Pickett
Day 1 Presentation
MaryLou Forward
Presentation: Globally Networked Learning through Virtual Exchange
http://opensunysummit2018.edublogs.org/2018/01/22/coil/
Open SUNY Summit 2018 -
Annual conference for the SUNY online teaching and learning community of practice. https://commons.suny.edu/cotehub/
February 28 - March 2, 2018, SUNY Global Center, NY, NY.
Conference website: http://opensunysummit2018.edublogs.org/
Program: http://opensunysummit2018.edublogs.org/about/program/
Recordings: http://opensunysummit2018.edublogs.org/mediasite/
Materials: http://opensunysummit2018.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through dialogue. Key points included recognizing differences between cultures, empowering marginalized groups, and preparing graduates who can build understanding. Next steps discussed were making conference materials available online and continuing this focus in future IAU work on internationalization and values in higher education.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through continued pursuit of respectful dialogue. Key recommendations included assessing how universities can better educate students to be globally-minded citizens who recognize differences without prejudice. Next steps proposed continuing this work through publications, online resources, and future conferences on related themes like ethics in globalized higher education.
Goldie blumenstyk american higher education in crisis - what everyone needs...Arun Kumar
Over the past thirty years, the price of college has gone up
faster than prices of almost all other goods and services.
Student debt is at an all-time high of $1.2 trillion. Doubts
about the value of college are on the rise. State support for the
public-college sector, which educates seven of ten students,
has yet to (and may never) return to the generous levels of
the early 2000s. The financial model underlying many private
colleges is becoming more and more fragile. Collectively, colleges reflect—some say even amplify—the racial and income
inequities of the nation’s neighborhoods and elementary and
secondary schools. Demands for career-focused training are
growing, even as experts argue that the skills of a liberal arts
education are becoming increasingly important.
International cooperation and assistanceJobin Jacob
This document discusses international cooperation and assistance in the context of migration management. It defines international cooperation as cooperation between nations for reasons such as health, politics, tourism, etc. Effective migration management requires cooperation among states, stakeholders, and consideration of economic, social, political, and other factors. International cooperation can take various forms including bilateral cooperation between two countries, multilateral cooperation between countries and international organizations, and regional cooperation within geographic regions. Key aspects of developing international cooperation include addressing common challenges, finding cooperative solutions where interests overlap or conflict, and establishing balanced, equitable agreements.
The document discusses efforts to double the number of US students studying abroad. It summarizes the 2005 Lincoln Commission's goal of sending 1 million students abroad annually and IIE's 2014 "Generation Study Abroad" campaign with the same goal. While these initiatives aim to increase funding, the document argues that funding alone is not enough and other factors influencing students' decisions to study abroad must be addressed. It presents a model of the "study abroad iceberg" to visualize challenges both apparent and below the surface that impact participation rates. Overall it calls for a systematic approach that considers the various personal, institutional and regional factors affecting students' study abroad decisions.
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report Lisa Geason-Bauer
Fall 2019, kicked off a year long partnership between Evolution Marketing (www.Greenmkting.com) and two innovative Oconomowoc High School teachers, who were leading a NEW "Global Sustainability" course that was based on the UN Sustainable Development Goals.
The students earn credit through the class for Advanced Placement Environmental Science, Spanish Language 5 as well as International Baccalaureate course Global Sustainability. As part of this collaboration Evolution Marketing arranged a partnership between the class and the Citizens Utilities Board of Wisconsin (Cubwi.org) in which the students translated marketing materials into Spanish and are working towards putting on utility bill clinics. The students learned about global sustainability hands on through their volunteering in various ways with CUB.
The document summarizes a report on models for U.S. study abroad programs in Indonesia. It describes a partnership program between the U.S. and Indonesia, sponsored by the U.S. Department of State, that aims to expand sustainable partnerships between higher education institutions in both countries and double the number of educational exchanges within five years. The report outlines various models for U.S. study abroad programs in Indonesia, compares programs developed under the partnership, and provides conclusions and recommendations to inform future efforts to increase study abroad opportunities.
Beyond the boundaries the future of borderless higher educationDon Olcott
This document provides an overview of borderless higher education and the forces driving its growth. It discusses trends in cross-border programs between 2007-2011, including the proliferation of international branch campuses, growing competition for internationally mobile students, and increased oversight of quality assurance. The document also outlines the internal and external dimensions of internationalization for universities, such as internationalizing curriculum, establishing international branch campuses, and recruiting international students.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding through higher education, held in Lebanon. It discusses the importance of universities promoting inter-cultural dialogue to overcome conflicts, and highlights some of the practical approaches discussed, such as empowering marginalized groups, respecting different perspectives, and recognizing all civilizations. The summary concludes by outlining next steps, including making conference materials available online and continuing this focus in IAU's work on internationalization and its 2010 conference on ethics and values in global higher education.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses internationalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions. While globalization is changing the world, internationalization is universities' response to globalization by implementing international policies and programs. The document outlines considerations for internationalizing curriculum, such as developing intercultural competence and preparing students for a global workforce. It also debates whether internationalization leads to commercializing education. Looking ahead, the document predicts growing demand, competition, and privatization in higher education internationally. It raises challenges in balancing local, national and global expectations of universities.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses the concepts of internationalization and globalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions, while globalization refers to broader economic and social forces that internationalization aims to respond to. The document outlines debates around whether internationalization risks commodifying education and presents different views on universities' role in preparing students for a globalized world. It also explores trends in higher education like growing private institutions, rising student demand internationally, and challenges in balancing different stakeholder needs. The future is uncertain but may involve increased competition and new models of transnational education.
PowerPoint presentations often overload students with too much information, adversely affecting learning. Research shows people can only focus on a few bits of information at once. To reduce overload, presentations should break information into digestible sections, remove unnecessary text, use visuals to accompany words, and focus on the main idea. These techniques draw from research on how people learn and can enhance student understanding when used in classroom presentations.
This document discusses strategies for making poetry more engaging and accessible to students. It suggests introducing popular songs that contain literary elements to help students recognize those same elements in poems. It provides the example of analyzing the Eminem song "Monster" to show figurative language, tone, allusion, irony and satire. Another strategy presented is using Twitter for a poetry research assignment, where students use only Twitter to research a poet and analyze tweets about their poems. An example assignment is outlined that requires students to introduce a poet, discuss poems and themes, include Twitter comments on the poet/poems and respond with their own analysis.
This document discusses using podcasts and flipping the classroom. It defines podcasts and describes how to create them using tablets and iPads with screencasting software. It also explains a 50/50 classroom model where half the class is a lecture and half is active learning time. Flipping the classroom is described as presenting lectures through podcasts for students to view before class, allowing class time to be used for activities, discussions and applying the material. Examples of when and where podcasts can be used to supplement course content are provided.
UN CC:Learn is a UN partnership that supports countries in developing national climate change learning strategies and building individual and institutional capacities to address climate change through knowledge sharing, coordination of learning interventions, and support for developing customized learning materials and training programs; it has helped leverage over $1 million in one country to expand teacher training on climate change and established learning frameworks in several pilot countries.
This document discusses Global Citizenship Education (GCED) as an educational concept that prepares learners for the challenges of the 21st century globalized world. It combines aspects of civic education, global education, peace education, and human rights education by focusing on developing knowledge, skills, values and attitudes to foster participation in and contribution to a more equitable global society. The United Nations and UNESCO have adopted GCED as a framework to promote education for global citizenship and a more just and peaceful world. The document examines key questions around GCED, such as balancing national and cosmopolitan identities, and how it can be implemented in practice.
This document discusses challenges related to migration and development cooperation. It notes that while migration brings both opportunities and challenges, perceptions of migrants are often negative. The 2030 Agenda and Global Compact on Migration provide a framework for managing migration in a way that benefits development. However, locally-led solutions tailored to specific contexts are needed. Collecting disaggregated data on migration and the SDGs can help inform evidence-based policies. Advocacy is also important to change negative narratives around migration and highlight migrants' contributions. Protecting vulnerable groups like women and ensuring their participation is key. Cooperation between countries is necessary to develop protection-sensitive policies on mixed migration flows.
JUNE 2014
DACnews is designed to help development practitioners keep abreast of DAC work so that we can increase its reach and impact. We would very much appreciate your helping us to reach as wide an audience as possible by forwarding this sign-up link to people you feel may be interested.
Anything new in development?
Innovation is a frequently used word in development circles. And indeed, finding new ways of working – and creating broader partnerships – is increasingly important. This DACnews looks at several ways in which the DAC is innovating: by welcoming new members such as Iceland and the Czech Republic; by intensifying the dialogue on triangular co-operation; by looking at development co-operation from the receiving end and factoring in the e-revolution; and by deepening understanding of how to green development. It also celebrates 30 years of the DAC Evaluation Network.
Dialogues at the UN Economic and Social Council 2011+421 Foundation
The document summarizes the key discussions and events from the 2011 Annual Session of the UN Economic and Social Council (ECOSOC). The session focused on accelerating progress on education goals, promoting sustainable and inclusive economic growth, empowering the UN system, and addressing humanitarian situations in the Horn of Africa, South Sudan, and Haiti. High-level speakers addressed challenges to achieving education for all and the Millennium Development Goals. ECOSOC adopted a declaration calling for effective implementation of education agendas and stressing the role of education in development.
MaryLou Forward: Globally Networked Learning through Virtual ExchangeAlexandra M. Pickett
Day 1 Presentation
MaryLou Forward
Presentation: Globally Networked Learning through Virtual Exchange
http://opensunysummit2018.edublogs.org/2018/01/22/coil/
Open SUNY Summit 2018 -
Annual conference for the SUNY online teaching and learning community of practice. https://commons.suny.edu/cotehub/
February 28 - March 2, 2018, SUNY Global Center, NY, NY.
Conference website: http://opensunysummit2018.edublogs.org/
Program: http://opensunysummit2018.edublogs.org/about/program/
Recordings: http://opensunysummit2018.edublogs.org/mediasite/
Materials: http://opensunysummit2018.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through dialogue. Key points included recognizing differences between cultures, empowering marginalized groups, and preparing graduates who can build understanding. Next steps discussed were making conference materials available online and continuing this focus in future IAU work on internationalization and values in higher education.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through continued pursuit of respectful dialogue. Key recommendations included assessing how universities can better educate students to be globally-minded citizens who recognize differences without prejudice. Next steps proposed continuing this work through publications, online resources, and future conferences on related themes like ethics in globalized higher education.
Goldie blumenstyk american higher education in crisis - what everyone needs...Arun Kumar
Over the past thirty years, the price of college has gone up
faster than prices of almost all other goods and services.
Student debt is at an all-time high of $1.2 trillion. Doubts
about the value of college are on the rise. State support for the
public-college sector, which educates seven of ten students,
has yet to (and may never) return to the generous levels of
the early 2000s. The financial model underlying many private
colleges is becoming more and more fragile. Collectively, colleges reflect—some say even amplify—the racial and income
inequities of the nation’s neighborhoods and elementary and
secondary schools. Demands for career-focused training are
growing, even as experts argue that the skills of a liberal arts
education are becoming increasingly important.
International cooperation and assistanceJobin Jacob
This document discusses international cooperation and assistance in the context of migration management. It defines international cooperation as cooperation between nations for reasons such as health, politics, tourism, etc. Effective migration management requires cooperation among states, stakeholders, and consideration of economic, social, political, and other factors. International cooperation can take various forms including bilateral cooperation between two countries, multilateral cooperation between countries and international organizations, and regional cooperation within geographic regions. Key aspects of developing international cooperation include addressing common challenges, finding cooperative solutions where interests overlap or conflict, and establishing balanced, equitable agreements.
The document discusses efforts to double the number of US students studying abroad. It summarizes the 2005 Lincoln Commission's goal of sending 1 million students abroad annually and IIE's 2014 "Generation Study Abroad" campaign with the same goal. While these initiatives aim to increase funding, the document argues that funding alone is not enough and other factors influencing students' decisions to study abroad must be addressed. It presents a model of the "study abroad iceberg" to visualize challenges both apparent and below the surface that impact participation rates. Overall it calls for a systematic approach that considers the various personal, institutional and regional factors affecting students' study abroad decisions.
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report Lisa Geason-Bauer
Fall 2019, kicked off a year long partnership between Evolution Marketing (www.Greenmkting.com) and two innovative Oconomowoc High School teachers, who were leading a NEW "Global Sustainability" course that was based on the UN Sustainable Development Goals.
The students earn credit through the class for Advanced Placement Environmental Science, Spanish Language 5 as well as International Baccalaureate course Global Sustainability. As part of this collaboration Evolution Marketing arranged a partnership between the class and the Citizens Utilities Board of Wisconsin (Cubwi.org) in which the students translated marketing materials into Spanish and are working towards putting on utility bill clinics. The students learned about global sustainability hands on through their volunteering in various ways with CUB.
The document summarizes a report on models for U.S. study abroad programs in Indonesia. It describes a partnership program between the U.S. and Indonesia, sponsored by the U.S. Department of State, that aims to expand sustainable partnerships between higher education institutions in both countries and double the number of educational exchanges within five years. The report outlines various models for U.S. study abroad programs in Indonesia, compares programs developed under the partnership, and provides conclusions and recommendations to inform future efforts to increase study abroad opportunities.
Beyond the boundaries the future of borderless higher educationDon Olcott
This document provides an overview of borderless higher education and the forces driving its growth. It discusses trends in cross-border programs between 2007-2011, including the proliferation of international branch campuses, growing competition for internationally mobile students, and increased oversight of quality assurance. The document also outlines the internal and external dimensions of internationalization for universities, such as internationalizing curriculum, establishing international branch campuses, and recruiting international students.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding through higher education, held in Lebanon. It discusses the importance of universities promoting inter-cultural dialogue to overcome conflicts, and highlights some of the practical approaches discussed, such as empowering marginalized groups, respecting different perspectives, and recognizing all civilizations. The summary concludes by outlining next steps, including making conference materials available online and continuing this focus in IAU's work on internationalization and its 2010 conference on ethics and values in global higher education.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses internationalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions. While globalization is changing the world, internationalization is universities' response to globalization by implementing international policies and programs. The document outlines considerations for internationalizing curriculum, such as developing intercultural competence and preparing students for a global workforce. It also debates whether internationalization leads to commercializing education. Looking ahead, the document predicts growing demand, competition, and privatization in higher education internationally. It raises challenges in balancing local, national and global expectations of universities.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses the concepts of internationalization and globalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions, while globalization refers to broader economic and social forces that internationalization aims to respond to. The document outlines debates around whether internationalization risks commodifying education and presents different views on universities' role in preparing students for a globalized world. It also explores trends in higher education like growing private institutions, rising student demand internationally, and challenges in balancing different stakeholder needs. The future is uncertain but may involve increased competition and new models of transnational education.
PowerPoint presentations often overload students with too much information, adversely affecting learning. Research shows people can only focus on a few bits of information at once. To reduce overload, presentations should break information into digestible sections, remove unnecessary text, use visuals to accompany words, and focus on the main idea. These techniques draw from research on how people learn and can enhance student understanding when used in classroom presentations.
This document discusses strategies for making poetry more engaging and accessible to students. It suggests introducing popular songs that contain literary elements to help students recognize those same elements in poems. It provides the example of analyzing the Eminem song "Monster" to show figurative language, tone, allusion, irony and satire. Another strategy presented is using Twitter for a poetry research assignment, where students use only Twitter to research a poet and analyze tweets about their poems. An example assignment is outlined that requires students to introduce a poet, discuss poems and themes, include Twitter comments on the poet/poems and respond with their own analysis.
This document discusses using podcasts and flipping the classroom. It defines podcasts and describes how to create them using tablets and iPads with screencasting software. It also explains a 50/50 classroom model where half the class is a lecture and half is active learning time. Flipping the classroom is described as presenting lectures through podcasts for students to view before class, allowing class time to be used for activities, discussions and applying the material. Examples of when and where podcasts can be used to supplement course content are provided.
The document summarizes a presentation given by Barbara and Mary Johnson on the embedded librarianship program at the College of Southern Maryland. The program aims to increase student and faculty engagement with library resources through librarians visiting classrooms and working directly with students on research assignments. Assessment found that over 85% of surveyed students reported benefiting from and recommending librarian classroom visits, which helped improve research skills, use of library tools, and the student-librarian relationship. The program employs both multi-visit and single-visit formats that are flexible based on course needs.
This document discusses concerns about math and science education in the United States based on international test score comparisons. It provides several quotes and statistics from news articles showing that U.S. student performance lags behind countries like China, South Korea, and Singapore. Educators worry that U.S. students are not being adequately prepared for the global economy. While some Asian education systems obtain high test scores, their methods of intense studying and tutoring have also received criticism. Overall, the document examines issues surrounding numeracy and quantitative skills among U.S. students and suggests ways that educators can help students overcome fears and better understand numbers.
This document discusses brain anatomy and function, learning theories, and strategies for teaching based on brain science. It describes the major parts of the brain including the cerebral cortex, lobes, hippocampus, thalamus, and cerebellum. It discusses Howard Gardner's theory of multiple intelligences and Erik Erikson's stages of psychosocial development. The document provides tips for creating an optimal learning environment based on factors like lighting, color, movement, and priming students with relevant information. It advocates using a lecture format that engages students, allows for knowledge acquisition and processing, and incorporates settling time, rehearsal and repetition to strengthen memory pathways.
This document discusses the challenges facing veteran students in higher education. It notes that over 90% of veterans have experienced traumatic combat situations and many suffer from post-traumatic stress disorder (PTSD) or traumatic brain injuries (TBI). Veterans face higher rates of physical and mental health issues compared to non-veterans, which can impact their academic performance. The document outlines obstacles veterans face in college, such as difficulty adjusting to civilian life or receiving accommodations for disabilities. It provides strategies for supporting veteran students, including providing centralized veteran support offices, sensitivity training for faculty, and peer support networks.
This document summarizes a curriculum project that teaches photosynthesis through its application in artificial photosynthesis. The project uses a case study, building a dye-sensitized solar cell, and research presentations to engage students in learning about photosynthesis at the molecular level and its importance. An evaluation found that students were excited to learn about the real-life relevance of photosynthesis and were able to think critically about comparing natural and artificial photosynthesis. The interdisciplinary approach promoted deeper understanding, though challenges included developing and integrating new elements into an existing course.
This document discusses strategies for librarian and faculty collaboration to provide library services and resources for online courses. It notes that online enrollment is growing significantly. An embedded librarian model is presented where the librarian is included in the online course to help students access resources and develop information literacy skills. Examples are provided of how librarians have embedded in courses to support student research assignments and papers by introducing relevant databases and citation guides. Benefits include students feeling supported by a personal librarian and increased usage of library services.
This document provides information about a presentation given by Nancy Calder, Loraine Frey, and Jon Cooper from Howard Community College titled "A Global Initiative: Collaboration with the Library in Engaging Students through Web-Based Research". The presentation discussed how the presenters collaborated with the library to help students develop skills in information literacy, computer literacy, and global research. It provided examples of how tools on the college's online learning system (Canvas) and LibGuides pages were used to provide students with resources and assignments to promote these skills.
The document discusses challenges in education and strategies for helping all students succeed, especially average students. It proposes implementing career-focused education centered around developing competencies for life roles like learner, worker, citizen. This approach would replace unfocused general education and help more students see meaning and purpose in their education. The document also advocates for stronger collaboration between high schools and community colleges to better support student transitions after high school.
The document discusses using an active learning pedagogy to teach programming courses at a community college. It describes showing students step-by-step how to install Java software, write simple programs, use programming concepts like arrays and loops, and develop programming logic. Examples of teaching circles and rectangles are provided. The approach aims to engage students hands-on and align materials with diverse student backgrounds and skills.
The 1951 film adaptation of The Red Badge of Courage directed by John Huston was an artistic vision hampered by studio interference. Huston used unconventional camera angles and composition to create a foreboding sense of the battlefield but felt the studio did not support his vision. Scenes were cut and narration added against Huston's wishes after test screenings. Though the film featured famous actors like Audie Murphy and Bill Mauldin, Huston believed it was his best work but was disappointed it seemed destined to be considered a box office failure instead of the artistic achievement he intended.
The document discusses strategies for making nursing classes more collaborative, flipped, mobile, and flexible. It proposes having students work in collaborative groups to review exam questions together, complete case studies and concept maps in groups, and present their work to the class. It also describes having students rotate through different topic areas in small groups to teach each other. The document provides examples of using videos and embedded questions to engage students during lectures. Finally, it discusses allowing mobile learning through cell phones and online discussion boards, as well as using games and simulated disaster drills to make clinical learning more flexible.
Having research grade equipment available for science students is usually prohibitively expensive for a community college or small college. In this panel discussion we described an NSF-supported innovative approach to share portable scientific equipment between three institutions: Hood College, Mount Saint Mary’s University and Frederick Community College. The significant benefits for student learning through access to state-of-the-art instrumentation were discussed. The challenges and experiences from the planning stages of the grant through the implementation were presented. Based on our experiences to date, we recommended best practices for inter-institutional and intra-institutional collaborations. We also described other collaborations that have developed as a result of this inter-institutional cooperation.
Through the use of overhearing, inwardness, and double-reflection, the shows House, M.D., Doc Martin, and Sherlock indirectly communicated ideas about issues that are salient to today’s world. Attendees at this presentation were shown the connection between literary tropes such as irony/sarcasm, metaphors, and deception and the messages being broadcast. Three specific episodes were highlighted (“Autopsy,” “Erotomania,” and “The Hound of Baskerville”) and attendees’ attention was drawn to explicit messages being communicated.
Examples pulled directly from the three series and discussed in the workshop included the topics of how far one should go to save the life of a terminal cancer patient, inappropriate relationships between doctors and patients, informed consent, drug-addicted medical professionals, knowing yourself, knowing your potential partner well before marriage, being in an ill-matched relationship, and lying to get what you want out of life. Since all of these subjects are issues that students may eventually face in their own lives, it is vital to help them see the conversations happening right before their eyes on primetime television. This workshop’s goal was to get the conversational ball rolling by demonstrating these conversations and getting attendees to take this information back to their students.
This presentation focused on the importance of designing classroom activities to support the three “Cs” when developing assessments: critical thinking, communication and creativity.
From an historical perspective, the “old” style teaching and assessment methods were discussed, which moved right into why the 21Century graduate was not prepared for the 21st Century jobs. A discussion followed on how to prepare graduates for the present and future workforce in order to meet the employers’ demand for creative thinkers who can communicate well.
Bloom’s Taxonomy and Jerome Bruner’s 5E Instructional Model were used to demonstrate how the three “Cs” could be implemented in the classroom so Learners would go into the 21st Century workforce able to critically think, communicate and be productive creative workers. Both models strive to actively engage Learners so there is critical thinking with actual application to everyday life events.
The College & Career Readiness & College Completion Act was signed by the Governor of Maryland in 2013. Hopefully, in a few years’ time college instructors will find that the students entering their classes are better prepared. But what do we do in the meantime? The ability to embed student success skills into the course curriculum is essential so that students can develop techniques that will improve their chances of success throughout their college career.
The following topics were shared during the presentation: concept mapping, critical thinking, tips for proper reading of a textbook, time management, notetaking tips, how to condense information covered in class, and how to research and write a paper.
The challenge of teaching student success skills during the semester is that of completing all required course information at the same time. Participants were asked to discuss potential methods of creating time within their courses so that student success techniques could be taught.
The document discusses the need to prepare students for a globalized world through globally-focused education. It outlines how the world's economies and demographics are becoming increasingly interconnected. Global competence is defined as having knowledge of other cultures and regions, skills in communicating across cultures, and respect for other peoples. Innovative schools are profiled that internationalize their curriculum through foreign language study, partnerships with international schools, and study of global issues. The document argues that students must gain these skills and perspectives to succeed in today's global economy and society.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
Helen’s presentation provided insights into the currents and movements driving the world of education globally, and drew out learnings for the development of the next generation of project managers. International-mindedness, the value of diversity, and social mobility - each were explored, and the audience challenged to see how they might embrace them.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
The document summarizes a report on distance education and the sustainable development goals. It discusses:
1) The changing global landscape in the 21st century and trends affecting higher education like globalization, knowledge growth, and demographic changes.
2) The increasing role of higher education institutions and challenges they face like being unprepared for online education.
3) UNESCO's response through promoting the sustainable development goals and the role of distance education in achieving them.
4) How open universities are tasked with providing equitable, quality education and addressing challenges in the 21st century global society.
Globalization refers to the increased interconnectedness between countries and regions through fast flows of goods, services, finance, people and ideas across international borders. Global education aims to help students understand other cultures and viewpoints to become responsible global citizens. It focuses on cultural diversity, human rights, and sustainability. For the 21st century, teachers need to cultivate global competence in students by developing their critical thinking, cultural awareness, empathy, and ability to solve problems collaboratively with people from different backgrounds. Infusing real-world contexts and global issues into learning engages students and helps prepare them for an interconnected world.
The document provides information about an upcoming International Leadership Summit to be held in China from July 1-20, 2011. It discusses the summit's focus on developing leadership skills to achieve the UN Millennium Development Goals. It provides details on the program, presenters, partners, and registration information. The summit is a 3-week leadership program that uses curriculum focused on the UN goals and includes leadership training, team-building, and class projects. Notable presenters include experts in areas like biofuels, rural women's health, and entrepreneurship. Partners involved in organizing the summit include universities and non-profits focused on leadership and international development.
Finace for development final project: artifactRashidul Sadi
This document discusses financing for quality education (SDG 4) and its influence on achieving other sustainable development goals. It argues that quality education contributes to goals like good jobs and economic growth (SDG 8), clean water and sanitation (SDG 6), good health (SDG 3), and others. However, there are currently disparities in access to quality education. Achieving SDG 4 will require increasing education budgets, exploring diverse funding sources, and developing efficient, technology-enabled delivery models to provide universal access to quality education.
This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
The document discusses the role of higher education cooperation in development. It outlines that (1) university partnerships are a common form of inter-university cooperation and have benefits for both developing and developed countries, (2) cooperation helps integrate sustainable development knowledge into teaching and research globally, and (3) it provides opportunities for knowledge sharing between institutions. However, (3) ensuring developing countries play an active rather than passive role in cooperation is important. Future cooperation will likely focus more on knowledge acquisition tailored to local needs and two-way exchange between all institutions.
The Global Education Coalition - New York City (GEC-NYC) aims to promote global education among US youth. Its primary objectives are to be a key stakeholder in professional development training, curriculum design, and education policy related to global education. The coalition seeks to provide global education training and develop curriculum and opportunities to serve US youth at local, state, national and international levels. It will also work to advocate for and influence global education policy.
Process of Learning in Global Perspective.docxSobiaAlvi
Content List
Global Perspective in Education
1. Global-perspective
2. Historical Context
3. Preparing for a Globalized World
4. A global perspective in education facilitates this by:
Addressing Global Challenges
1. Understanding Climate Change
2. Tackling Health Pandemics
3. Promoting Universal Human Rights
4. Broadening Horizons and Enriching Learning
5. Building Empathy and Social Skills
6. A Caveat: Avoiding Surface-level Globalization
7. Why is Global Learning Important?
Global Education
1. What is Global Education?
Process of Learning
Process of Learning in Global Perspective
Cultural Awareness and Sensitivity
Global Curriculum Integration
Technology Integration
Language Learning
Global Competencies
International Collaboration
Inclusive Education
Environmental and Global Issues
Experiential Learning
Lifelong Learning
Global Citizenship Education
Cultural Diversity and Sensitivity
Cross-Cultural Communication
Global Curriculum Development
Access to Education
Technology and Digital Learning
International Collaboration and Exchange
Global Citizenship Education
Multilingual Education
Environmental and Sustainability Education
Life Skills and Employability
Summary
Conclusion
Steps of Learning in Global Perspective
Cultural Awareness
Global Curriculum Design
Language Acquisition
Technology Integration
International Collaboration
Inclusive Education
Environmental and Global Issues Integration
Experiential Learning Opportunities
Global Citizenship Education
Multilateral Language Development
Lifelong Learning Culture
Cross-Cultural Competence
Global Perspectives in Assessment
Ethical Considerations
Conclusion
References
1. https://www.eurokidsindia.com/blog/the-importance-of-global-perspective-in-education.php#:~:text=A%20global%20perspective%20in%20education%20facilitates%20this%20by%3A,collaboration%20across%20borders%20is%20routine.
2. https://cambridge-community.org.uk/guide-to/cambridge-primary/cambridge-global-perspectives/#:~:text=Cambridge%20Primary%20Global%20Perspectives%20allows,beginning%20of%20their%20formal%20education.
3. https://globalaffairs.ucdavis.edu/ge4a/global-learning-outcomes
4. https://tgcphilmoshoyannis.weebly.com/what-is-global-education.html
5. https://www.linkedin.com/pulse/ed-argot-why-global-perspective-matters-rabia-babar-khan
The document proposes a global service learning project partnering American students with refugee students through the organization Respect International. Respect International would facilitate a pen pal letter exchange program to increase awareness of refugee issues and build connections between the groups of students. The proposal outlines considerations for implementing the project in classrooms, including having students watch an informational video, exchange letters, and potentially fundraise to support their refugee pen pals' school. The effects could include creating an worldwide educational network and giving students a broader worldview.
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
The document discusses the benefits of international youth exchange programs according to US government officials and organizations that support such programs. It outlines CSIET's mission to identify reputable youth exchange programs and provide resources and support to schools involved in international student exchanges.
Rejuvenation through building classroom communityafacct
This presentation highlighted ways that community colleges can build classroom community during periods of remote learning. It discussed the Learning Community program at Community College of Baltimore County, which pairs interdisciplinary courses. Data showed higher pass rates, GPAs, and retention for students in learning communities.
The presentation provided an example of an ESOL writing course paired with a communications course. Integrated assignments and activities were used to build community between the linked classes.
Various virtual activities were presented for building community remotely, such as breakout rooms, discussion boards using audio or video, weekly reflections, and incorporating pandemic themes into coursework. Audience members also shared their own strategies for building online community.
Implementation of a revised student success toolafacct
The document presents information on revising a student success tool used by a nursing program to identify at-risk students beyond their first semester. It discusses limitations of the previous tool and literature supporting predictors of academic success. A nursing taskforce developed a new two-part form incorporating objective student data and subjective self-reported risk factors to better capture relevant information. The integrated form allows for more rapid identification of risk factors and reporting to faculty to improve remediation processes.
Updating Teaching Techonologies - Real World Impact!afacct
This document outlines strategies for a grant-funded project at the College of Southern Maryland to update teaching technologies. There are 4 strategies: 1) Develop a new Cloud Computing associate degree program; 2) Collaborate with Continuing Education for stackable credentials; 3) Explore virtual teaching technologies; and 4) Target dual-enrolled and incoming freshmen. Each strategy has objectives, such as increasing enrollments, credentials earned, faculty certifications, and student GPAs. The strategies will be implemented through project management plans and budgets to maximize impact with the grant funding.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
This document discusses flow experience and strategies to reduce stress using flow dimensions. Flow experience involves being completely absorbed in an activity where there is a balance between challenges and skills. The speaker outlines how to obtain flow through clear goals, feedback, concentration, sense of control and losing self-consciousness. Stress reduction strategies are proposed that incorporate flow dimensions like breaking large tasks into small pieces with goals. Practices like contemplative writing, relaxation, gratitude and facing fears are suggested to help motivate and control stress levels.
This document discusses the importance of teaching health literacy at the community college level. It defines health literacy and explains that only 12% of US citizens have proficient health literacy levels, directly impacting health outcomes. The document then provides examples of priority health literacy practices healthcare providers should use, such as teach-back communication and plain language. It also describes different types of health literacy education and provides a case study of a health literacy module implemented at a community college that included virtual pre-work, discussion boards, and a synchronous clinical session with interactive exercises and materials.
The document summarizes the key points from a presentation about making online course content accessible according to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. It focuses on a nine-point rubric for accessibility that includes criteria like using organized layouts and headings, descriptive hyperlinks and filenames, alternative text for images and tables, and closed captioning or transcripts for audio and video. The presentation emphasizes the legal responsibility to create accessible content and reviews best practices for text formatting, color combinations, and keeping files simple to aid accessibility.
Matchless: Service Learning that Saves Livesafacct
This document outlines a service learning project developed by an MLT program professor and Be The Match account manager. The project involved MLT students recruiting bone marrow donors on campus to help patients in need of transplants. Students were required to plan and implement donor drives and educational activities as part of their Clinical Hematology course, applying technical knowledge while fulfilling a community need. The project aimed to register 100 new diverse donors and help students develop career-relevant skills in areas like coordinating transplant teams. Students were evaluated based on planning reports, participation journals, and a final lab report on the donor drive outcomes. The project provided an example of an impactful service learning partnership between an academic program and outside organization.
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...afacct
This document discusses strategies for teaching critical thinking skills to nursing students and transitioning those skills from the academic to clinical setting. It identifies different strategies to use in theory, lab/simulation, and clinical courses. Some key strategies mentioned include using case studies, unfolding case studies, simulations, and assigning activities involving multiple patients to compare findings and make clinical judgments. The goal is to better prepare students for the NCLEX exam and real-world client care where critical thinking and decision making are important for safety and positive outcomes.
This document summarizes different educational games that can be used for game-based learning. It discusses Werewords, a game similar to 20 Questions where teams try to guess a secret word. It also discusses how to create an original educational game, using Codenames as an example. Finally, it introduces Forbidden Diet, a card game that reviews circulatory system concepts.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...afacct
Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Active Learning Using Kahoot, a Free Polling Softwareafacct
Active Learning Using Kahoot! is a presentation about using the polling software Kahoot! to engage students through active learning techniques. Kahoot! allows educators to create quizzes, surveys, discussions, and ordering activities to test students' knowledge of course materials. The presenter most often uses the quiz option, as it allows her to see if students have read assigned materials and identify concepts needing further explanation. Kahoot! quizzes can also be reused and include video elements. The presentation demonstrates examples of Kahoot! surveys and quizzes and encourages attendees to try using the platform to promote active learning in their own classrooms.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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1. The Need for a Course on
International Development
in Community Colleges
AFACCT - 22nd Annual Conference
January 6, 2012
Presenter: S. Sengamalay, MPA (Harvard), CPA.
Adjunct Prof. of Accounting
Montgomery College, Rockville
Session 6.8 (11:40 a.m. to 12:50 p.m.)
e-mail: sengaksg02@yahoo.com
Senga 1
2. Topics for Presentation
Why Teach International Development in
Community Colleges?
What is International Development?
Origins of International Development as a
“Body of Ideas”
Key Players in the International
Development Arena
Millennium Development Goals
Steps needed for inclusion in curriculum
Q&A
Senga 2
3. Why Teach International
Development in Community
Colleges? – Background
Theme of this year’s AFACCT Conference
states, “Engaging the New Community
College Student Demographic” is our
challenge
Senga 3
4. Why Teach International Development in
Community Colleges? – Background (Contd.)
"In times of change, it is the learners who
will inherit the earth, while the learned will
find themselves beautifully equipped for a
world that no longer exists"
(Source: AACC Mission Statement includes this quotation
from Eric Hoffer, famous American social writer)
Senga 4
5. Why Teach International
Development in Community
Colleges? – Background (Contd.)
“The flexibility of community colleges will be
tested in the future as never before. Time will tell
whether the pressures upon community colleges
transform them in fundamental ways or elicit
minor adjustments. Community colleges' history of
ingenuity and resiliency makes them strong
contenders for the 21st century.”
(Source: National Profile of Community Colleges;
Trends and Statistics, Phillippe & Patton, 2000)
Senga 5
6. Why Teach International
Development in Community
Colleges? – Background (Contd.)
“Community colleges have made a significant
contribution to expanding educational
opportunities. Attendance at one of these
institutions is associated with higher wages, even
if a degree is not completed. Evidence suggests
that each year of credit at a community college is
worth almost as much in terms of increased
earnings potential, as a year at a four-year
college.”
(Mr. Ben Bernanke, Chairman of the Federal
Reserve quoted in AACC website)
Senga 6
7. Findings of an AACU Survey of
Employers in January 2010
Over 65% of the employers said that two and four
year colleges should place more emphasis on:
(i) Understanding global context of situations,
(ii) Global issues’ implications for future,
(iii) Understanding the role of U.S. in the world, and
(iv) Knowledge of cultural diversity in the U.S./world
Senga 7
8. Rationale for Teaching
International Development
1. Gap in Existing Courses
Existing Courses:
Economics
Accounting
Business Finance
International Business
International Studies
International Relations
Introduction to Political Science, and
Politics of the 3rd World
Gap - If at all, these courses barely scratch the
surface on International Development
Senga 8
9. Rationale for Teaching
International Development
2. Complement Current Program
MC 2011-12 Faculty Handbook:
“The International Education Program has been developed to
bring greater awareness of the world cultures to the College
and wider communities, and to encourage a global
perspective through the internationalization of the College
curriculum.”
Course will:
Enhance cultural awareness of our students and the wider
community, and
Bring about a greater appreciation for the inter-dependent
global environment in which we live and work and the crucial
connectivity in the global economy
Senga 9
10. Rationale for Teaching
International Development
3. Diversity of Student Population
MC 2011-12 Faculty Handbook:
“the largest credit-enrollment of any community college
in Maryland and the second largest undergraduate
enrollment among all colleges and universities in
Maryland.”
“the College also has great international appeal as
approximately 175 countries are represented in its
extremely diverse student body.”
Study in international development, with the wealth of
knowledge in the field of global development
assistance, would further enrich the student knowledge
and skill set. Senga 10
11. Rationale for Teaching
International Development
4. Pioneering Initiative in Community Colleges
MC 2011–12 Faculty Handbook:
“Montgomery College is one of the oldest in
Maryland and one of the largest and most diverse
in the nation. In 2007, it earned national acclaim
when the New York Times named the institution
one of the top 11 community colleges in the
country”
An introductory course in international
development would be a pioneering endeavor and
a huge plus in preparing our students to enter 4
year colleges
Senga 11
12. Rationale for Teaching International
Development
5. Engaging the New Student Demographic
Maryland has one of the most diverse native and
immigrant populations, partly due to its proximity
to Washington D.C., the nation’s capital.
As the theme of this Conference reveals, it is a
major challenge to engage constructively such a
student population and community.
A course in international development would be a
key element in facing this challenge successfully by
the Faculty and enhancing the competitiveness of
our work force.
Senga 12
13. Rationale for Teaching International
Development
6. Agility/Relevance in Facing Dynamic World
Vision Statement – Montgomery College:
“With a sense of urgency for the future, Montgomery
College will be a national model of educational
excellence, opportunity, and student success. Our
organization will be characterized by agility and relevance
as it meets the dynamic challenges facing our students and
community.”
Hard to identify a course more relevant than international
development for inclusion in the curriculum of a leading
institution of higher learning.
Senga 13
14. Rationale for Teaching
International Development
7. Developing Country Students’ Contribution
Students from developing countries are generally
expected to have been exposed to at least some of the
development projects in their home countries funded
by global donor agencies.
Sharing of experiences from such projects by these
students with their other developing and developed
country counterparts in the class room would enrich
the learning process enormously.
Senga 14
15. Rationale for Teaching
International Development
8. Collaboration and Increased Career Opportunities
in Global Institutions for our Students
The presence of several global development
institutions, such as the IMF, World
Bank, USAID, IADB, Millennium Challenge
Corporation (MCC) and others in Washington, D.C.
New career opportunities, such as internship will
open up for our students who possess international
development as an additional knowledge base and
skill set.
Senga 15
16. What is International
Development ?
Provision of Development Assistance from rich
developed countries to less developed ones based
on the belief of inter-dependency among nations
and that such assistance would be beneficial to
people in all countries.
It primarily involves grassroots development in
key sectors in the economy - agriculture, rural and
urban
development, education, population, health, nutriti
on and poverty alleviation, infrastructure, energy
and environment , etc. Senga 16
17. What constitutes Development
Assistance ?
Assistance in the Form of:
Financial Transfers
Economic
Technical
Humanitarian
Other Mutually agreed help of any type
between countries and donor organizations
Senga 17
18. Appeals for Development Assistance
“Development assistance isn’t just good
for people in poor countries; it’s good for
all of us” (Bill Gates from an Op-Ed piece in the
Washington Post on 11/2/11)
“If the Korean miracle could be replicated
(i.e. transformation of a country from aid-
dependent to aid donor), in a generation, we
can end global aid” (Tony Blair in an op-ed piece
in Washington Post on 11/27/11)
Senga 18
19. International Development as a
Separate Body of Ideas
Humanitarian, Emergency and Military
assistance among nations have been there
for hundreds of years
Theory and practice of International
Development formally began to take shape
during and soon after WW II
Now it is a multi-Billion Dollar endeavor
encompassing the entire globe and affecting
millions of people
Senga 19
20. Atlantic Charter
of August 9-12, 1941
“Statement of War and Peace” signed secretly
on board a ship in the North Atlantic between
President Roosevelt and Prime Minister
Churchill included following two principles:
Freedom from want and fear, and
Improved economic and social conditions for all
The Charter became the Precursor to the Bretton
Woods Agreement of July 1944 and Guiding Manifesto
of the United Nations in 1945
Senga 20
21. “Bretton Woods Conference” of
July 1944
United Nations Monetary and Financial
Conference
44 Allied Nations gathered in Mount
Washington Hotel in Bretton Woods Village,
New Hampshire and signed agreement
System of monetary management and
established the rules for commercial and
financial relations among countries
Senga 21
22. Bretton Woods Conference (Contd.)
Mount Washington Hotel,
New Hampshire
John Maynard Keynes
(right) represented the
U.K. and Harry Dexter
White the U.S.
Senga 22
23. Main Movers – U.S. and U.K
Victors in WW II (in July 1944) presided over
the Bretton Woods Conference
Shaped the rules and regulations governing
monetary and economic polices of countries
US delegation over-ruled many of the
proposals from the UK
UK and others finally agreed on a mutually
beneficial system
Senga 23
24. The Bretton Woods Institutions
International Monetary Fund (IMF)
International Bank for Reconstruction
and Development (IBRD) – commonly
called The World Bank Group
Both became operational in 1945
Senga 24
25. Keynes on the Success of the Bretton
Woods Conference
“If the institutions stayed true to their
founding principles, the brotherhood of
man will have become more than a
phrase.”
(John Maynard Keynes who led the UK
delegation)
Senga 25
26. IMF and World Bank
International Monetary The World Bank Group
Fund (IMF)
Senga 26
27. The Marshall Plan
(The European Recovery Program)
“It is logical that the United States should
do whatever it is able to do to assist in
the return of normal economic health to
the world, without which there can be no
political stability and no assured peace.”
(George Marshall, then U.S. Secretary of State, in a
major speech to the graduating class of Harvard
University on June 5, 1947)
Senga 27
28. What did the Marshall Plan do?
“Beginning in 1948, the Marshall Plan
provided Europe with about $850 billion to
recover from WW II. The Marshall Plan built
confidence.”
(Robert Samuelson in an OP-Ed piece in the
Washington Post on 11/04/11)
Senga 28
29. Final Impetus for
International Development
“We must embark on a bold new program for
making the benefits of our scientific advances and
industrial progress available for the improvement
and growth of under-developed areas. The old
imperialism - exploitation for foreign profit - has
no place in our plans. What we envisage is a
program of development based on the concept of
democratic fair dealing.”
(President Harry Truman reaffirmed his country’s commitment
to International Development in his inaugural address on
January 20, 1949)
Senga 29
30. Key Players in International
Development (IMF)
IMF - an inter-governmental organization that:
oversees global financial system, and
guides macro-economic policies of its members, in
particular those with an impact on exchange rate and
the balance of payments
IMF’s objectives are:
stabilize international exchange rates and
facilitate development through neo-liberal
economic policies.
(Source: Bob Davis,2010-05-03 -WSJ.com)
Senga 30
31. Key Players in
International Development (Contd.)
The World Bank Group (Objective - reducing poverty and
facilitating economic growth in developing countries.
The International Development Association (IDA)
The International Finance Corporation (IFC)
The Multilateral Investment Guarantee Agency (MIGA) and
The International Centre for the Settlement of Investment
Disputes (ICSID)
Senga 31
32. The International Development
Association (IDA)
IDA is the “concessional arm” of the World Bank that helps
the world’s poorest countries.
Established in 1960, IDA aims to reduce poverty by
providing interest-free credits and grants for programs that
boost economic growth, reduce inequalities and improve
people’s living conditions.
IDA complements IBRD, World Bank’s other lending arm
which serves middle-income countries.
IBRD and IDA share the same staff and headquarters and
evaluate projects with the same rigorous standards.
Senga 32
33. The International Finance Corporation
(IFC)
IFC promotes sustainable private sector
investment in developing countries.
IFC is a member of the World Bank Group and
is headquartered in Washington, DC.
Established in 1956, IFC is the largest
multilateral source of loan and equity
financing for private sector projects in the
developing world.
Senga 33
35. IFC and USAID
International Finance Harry S. Truman Building
HQ - U.S. State Department
Corporation (IFC)
35
Senga
36. Leading
Regional Development Banks
African Development Bank (AfDB) - Tunis
Asian Development Bank (ADB), Manila
European Bank for Reconstruction and
Development (EBRD) - London
Inter-American Development Bank (IADB)
– Washington, DC
Senga 36
37. Other Major Actors in
Global Development Assistance
United Nations Development Program (UNDP)
Other UN Specialized Agencies (e.g.
FAO, WHO, IFAD, UNESCO)
Other Multi-Lateral Financial Institutions (e.g.
EIB, IFAD, IDB)
Bi-Lateral Aid Agencies (e.g. USAID, GTZ, CIDA)
Private Charitable Foundations (e.g. Gates, Ford)
Senga 37
38. Comparison of Official Development
Assistance by G -7 Countries
Country 2008 2009 2010 2010 ( %) % of GNI
2010
USA 26,437 28,831 30,154 34% 0.20%
United Kingdom 11,500 11,283 13,763 16% 0.57%
France 10,908 12,600 12,916 14% 0.50%
Germany 13,981 12,079 12,723 14% 0.38%
Japan 9,601 9,457 11,045 12% 0.20%
Canada 4,795 4,000 5,132 6% 0.36%
Italy 4,861 3,297 3,111 4% 0.17%
Target
G-7 Total 82,081 81,548 88,844 100% 0.7%
Norway 4,006 4,086 4,582 1.10%
38
39. Top Five
Private Charitable Foundations
Rank Organization Country Headquarters Endowment
Bill & Melinda Gates Seattle,
1 United States $36.7 billion
Foundation Washington
Stichting INGKA Leiden,
2 Netherlands $36 billion
Foundation Netherlands
3 Wellcome Trust United Kingdom London $22.90 billion
Howard Hughes Medical Chevy Chase,
4 United States $14.8 billion
Institute Maryland
5 Ford Foundation United States New York City $13.8 billion
Senga 39
40. Some Sad Global Matters of Fact
(2010)
1.2 billion go hungry – 7 out of 10 of them are
women and girls.
Millions of children start school but drop out
without even basic literacy
536,000 women and girls die each year during
pregnancy, childbirth or six weeks following
delivery – 99% of them occur in developing
countries
Senga 40
41. Sad Global Matters of Fact (Contd.)
2/3rd of those with HIV are in sub-Saharan
Africa - Most of them are women
1.2 billion people lack access to basic
sanitation - Vast majority of them live in
rural areas
Aid to the poorest countries falls far short of
the 2010 target
Women hold 18 per cent of seats in
parliament
Senga 41
42. Millennium Development Goals
(MDGs) – Set by UN in 2000
Goal 1: Eradicate extreme poverty and hunger
Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and empower women
Goal 4: Reduce child mortality
Goal 5: Improve maternal health
Goal 6: Combat HIV/AIDS, malaria and other diseases
Goal 7: Ensure environmental sustainability
Goal 8: Develop a Global Partnership for Development
Senga 42
43. What Development Assistance
is all about
Ultimately, Development Assistance is all about putting a smile on a poor and needy child’s face
43
Senga
44. Steps Needed for Inclusion in
Curriculum
1. Prepare paper on International Development
and Rationale for teaching it (x)
2. Distribute among Faculty and Administrators
and obtain feedback (x)
3. Present Proposal at the AFACCT Conference
and solicit/obtain support (x)
4. Home for the Course ?
(Business, Economics, History, International
Studies, Political Science)
Senga 44
45. Steps in the Process (Contd.)
5. Explore potential for collaboration with
International Institutions
6. Explore possible acceptance by four-year
colleges
7. Submit formally to College Curriculum
Committee for review and approval
8. Submit to College Higher Management for
approval
9. Formalize introduction of course in Montgomery
College
Senga 45