This session will discuss the significance of race and queer theories to assist LGBTQ students with their study abroad experiences. Trainings that use these theories inform program participants about how to combat marginalization. Educators have a responsibility to facilitate discussions that explore participants’ personal identities through self-examination and meaningful reflection around how their multiple identities play out within their own culture as well as unfamiliar cultural contexts. This session will highlight how to integrate dialogue about privilege, oppression, and multiple identities into predeparture and re-entry orientations.
Here's the T: Trans* Students and Inclusive Practices AbroadCIEE
As study abroad opportunities continue to expand, how can international education administrators make the study abroad experience accessible, safe, and meaningful for transgender and gender non-conforming identified students? How does race and sexual identity intersect with a trans* identity? During this session, we’ll explore methods for engaging trans* students seeking to go abroad, with an emphasis on housing accommodations, health/medical needs, and safety. Using theory, case studies, and personal narratives from transgender and gender non-conforming students, we’ll offer inclusive and transferable implementation practices you can use, from marketing/application to pre-departure, exchange, and re-entry.
In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university
and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and,
later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown
professor. Thus, the masked and the overt demands by the hegemonic institutional forces for conformity to
the Anglo-American speech forms and narratives suppress those unique identity markers. So as not to create
tension and friction in the classroom, it is challenging not to be seduced to veil those unique identity markers
in the cross-cultural intersections of pedagogy. However, unlike the homegrown professor on familiar terrains,
by concealing those unique identity markers about myself, my true self is veiled from students and I become a
mystery to them in the ensuing pedagogical encounter. With this understanding, I have always positioned my
true self as rhetorical act of anchoring that demystifies the strange and invites the native to the never-ending
dialogue of discovery.
Here's the T: Trans* Students and Inclusive Practices AbroadCIEE
As study abroad opportunities continue to expand, how can international education administrators make the study abroad experience accessible, safe, and meaningful for transgender and gender non-conforming identified students? How does race and sexual identity intersect with a trans* identity? During this session, we’ll explore methods for engaging trans* students seeking to go abroad, with an emphasis on housing accommodations, health/medical needs, and safety. Using theory, case studies, and personal narratives from transgender and gender non-conforming students, we’ll offer inclusive and transferable implementation practices you can use, from marketing/application to pre-departure, exchange, and re-entry.
In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university
and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and,
later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown
professor. Thus, the masked and the overt demands by the hegemonic institutional forces for conformity to
the Anglo-American speech forms and narratives suppress those unique identity markers. So as not to create
tension and friction in the classroom, it is challenging not to be seduced to veil those unique identity markers
in the cross-cultural intersections of pedagogy. However, unlike the homegrown professor on familiar terrains,
by concealing those unique identity markers about myself, my true self is veiled from students and I become a
mystery to them in the ensuing pedagogical encounter. With this understanding, I have always positioned my
true self as rhetorical act of anchoring that demystifies the strange and invites the native to the never-ending
dialogue of discovery.
n the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
All Hands on Deck! Developing Culturally Alert Communication in Relationships MFLNFamilyDevelopmnt
During this 90-minute webinar, participants will be invited to examine the relationship between self-awareness, knowledge of others, and culturally alert interventions. The facilitators will challenge the participants to recognize the influence of intersecting identities on themselves and their clients and introduce strategies for gaining self and other awareness, including the RESPECT Model and Broaching. The facilitators will also provide participants with strategies to address powerlessness among clients who are marginalized and ways to engage in advocacy.
Race Class based on Chapter 8 of "Race and Racisms: A Critical Approach."Tanya Golash Boza
Readings for class:
"Education" Chapter 8 of Race and Racisms and Carter, Prudence L. "''Black''Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth." Social Problems 50.1 (2003): 136-155.
Why is faculty diversity important? What are some obstacles to achieving faculty diversity? What are some strategies and best practices for diversity in faculty hiring?
3 Hour session delivered at the NAIS Diversity Leadership Institute. How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
n the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
All Hands on Deck! Developing Culturally Alert Communication in Relationships MFLNFamilyDevelopmnt
During this 90-minute webinar, participants will be invited to examine the relationship between self-awareness, knowledge of others, and culturally alert interventions. The facilitators will challenge the participants to recognize the influence of intersecting identities on themselves and their clients and introduce strategies for gaining self and other awareness, including the RESPECT Model and Broaching. The facilitators will also provide participants with strategies to address powerlessness among clients who are marginalized and ways to engage in advocacy.
Race Class based on Chapter 8 of "Race and Racisms: A Critical Approach."Tanya Golash Boza
Readings for class:
"Education" Chapter 8 of Race and Racisms and Carter, Prudence L. "''Black''Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth." Social Problems 50.1 (2003): 136-155.
Why is faculty diversity important? What are some obstacles to achieving faculty diversity? What are some strategies and best practices for diversity in faculty hiring?
3 Hour session delivered at the NAIS Diversity Leadership Institute. How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
The session will focus on the consideration of the diversity experiences of undergraduate students as preparation for graduate studies as well as the overall benefits of diversity experiences within higher education. Specifically discussion about ways to create opportunities for interaction with and awareness building between diverse students will occur.
Presenter
Amber Mollhagen
University of Houston
Subcultures in The Classroom: Informing ELT, engaging students!Andrés Ramos
More often than we expect, there is a disconnect between our well-meaning efforts to make English classes meaningful to students and their “whatever” attitude. Is it us? Is it them? Is it the books? We will review the application of key concepts from demographics and sociolinguistics as simple research tools, and their application along with ELT strategies. As teachers, we can develop skills to replicate our students’ subcultures and urban tribes, so that they can contextualize English as a relevant aspect of their lives, in ways conducive to their really speaking and writing.
Lgbtqia+ teachers, students and active inclusion presentation copyHolly Hirst
This was an introductory talk for a conversation circle on LGBTQIA+ inclusion. It includes a state of the field summary of some important themes and key questions as well as a bibliography
Global + Personal: Undergraduate Study Abroad Experiences through the Len...sophielam
This presentation explores the idea of cosmopolitan communication, a world-oriented, ethical approach to interacting with local and distant others, in the online reflections of 30 undergraduate students from American universities participating in globally-based study abroad programs across Latin America, Africa, Europe, the Middle East, and East Asia.
Participants chronicled their semester-long journeys for audiences of economically disadvantaged American schoolchildren using an online blogging platform and, to a lesser extent, through videoconferencing applications. Findings from the study show tensions between narratives where sojourners’ constructed flexible ideas of self and personal identity as they navigated multiple contexts and spaces of belonging while abroad, and their predominantly static descriptions of cultural difference and plurality within the confines of nation-state. Implications for policy and research include assessing the tradeoffs of international and global education curriculum that prioritize ideas of openness, mobility, and hospitality over critical articulations of cultural difference, self-reflexivity, and self-implication.
A Safe Space on Campus: Winning Strategies Academic Libraries Can Use to Serv...Kristen Yarmey
A presentation given by Matthew Ciszek, Tara Fay, and Kristen Yarmey at the October 2011 Pennsylvania Library Association annual conference in State College, PA.
Description:
Much work has been done in public and school libraries to serve the information needs of gay, lesbian, bisexual, transgender, and questioning patrons. In this session, attendees will learn to transform these ideas into winning strategies for making an academic library a “safe space.” Presenters will provide an introduction to GLBTQ awareness, offer suggestions for providing collections and services for GLBTQ patrons, and share their experiences in building relationships with GLBTQ groups on campus and in the community.
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
It Takes a Village: Building a Support System for Diversity AbroadCIEE
Racial/ethnic diversity in study abroad increased 10 percent from 2004 to 2014. Despite the increase, study abroad continues to fall low on students of color’s priority list. Irrespective of their rationale for not going, students of color continue to receive fewer messages that study abroad is worthwhile. To fill this gap, panelists in this session will argue that faculty involvement – particularly faculty of color– in the planning process and while on-site is imperative. The inclusion will allow students to see themselves reflected in study abroad programs and may increase the likelihood that students will participate. This session will feature multiple perspectives to demonstrate the important ways to utilize faculty in the effort to increase student of color participation.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Know Your Audience: Using Pre-existing Norms to Overcome Curricular and Cultu...CIEE
Understanding the target market of a study abroad program can help educators overcome cultural and curricular barriers to studying abroad. Partnerships between study abroad offices and faculty members can be instrumental in breaking down these barriers for business students. During this session, we'll combine the panelists’ experiences with original research to attempt to illuminate themes, including the disconnect between emerging markets and student study abroad choices, apathy toward language acquisition, perceptions of study abroad, and developing a culture of studying abroad. Participants are encouraged to bring their own success and challenges in order to create generalizable program design and outreach philosophies.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Our breakfast program recaps a year’s worth of Academic Consortium Board (ACB) activity. Topics include steps ACB institutions are taking to partner with faculty to expand global education, updates on the CIEE Generation Study Abroad pledge, thanking departing board members, and welcoming our new ones. We also highlight our study centers in Perth, Khon Kaen, and Budapest as they celebrate their 25th anniversaries.
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Designing and Delivering Globally Connected Domestic ProgramsCIEE
Come learn how your institution can develop and implement exciting globally connected domestic programs for your students. Featuring faculty and administrator panelists from Elon University and Duke University, this session will showcase their respective programs in Los Angeles that offer innovative coursework on current issues combined with valuable pre-professional opportunities, such as credit-bearing internships, thus using the host city as a "learning laboratory." The faculty directors of Elon and Duke’s programs in LA will describe how they introduce students to the film and entertainment industries with help from their alumni networks. Other general topics in this session include leveraging university support for domestic programs and preparing students for a domestic academic experience.
Using Giving Games to Develop International and Intercultural Critical Thinki...CIEE
Giving games are learning experiences in which students are given a sum of money to donate to one or more charities. Students then research charities and make a collective decision to give based on the relative effectiveness of the various charitable options. Giving games impart valuable lessons about effective altruism, the use of empirical data in charity evaluation, and negotiation and compromise in a values-based setting. Using the panelists' own experiences, this session will introduce participants to giving game strategies and will focus on the possibilities and problems inherent in using giving games. A giving game will be a part of this session.
The Evolution of Study Abroad Programs to Achieve Greater Student DiversityCIEE
There is a growing trend in education abroad to attract a greater number and diversity of students by focusing on making education abroad of interest to traditionally underrepresented groups. During this session, we'll look at examples of programs and university-based efforts to examine what commonalities can be replicated and what lessons can be learned in new accessible program models. Focus is placed on how the panelists have used on-campus collaborations and adjusted for programmatic, language, and environmental conditions in the host community to create an experience that facilitates learning and inclusion for an increased diversity of participants.
Customizing and Funding Professional Development to Internationalize the Curr...CIEE
For the past two years, CIEE and Union College have collaborated to run International Faculty Development Seminars in Beijing, China, and Istanbul, Turkey, assisting Union in their efforts to internationalize their common curriculum. During this session, we'll outline how Union applied for and won a grant from the Mellon Foundation, approached CIEE for assistance with the design and execution of the programs, and ultimately, how the first of the two programs has changed and will continue to change the common curriculum at Union. Participants will leave with a better understanding of how international professional development opportunities can help internationalize curriculum on their own campuses.
Outside of Our Comfort Zones: Faculty Identity and Pedagogy in the Global Cla...CIEE
Like the intrepid students who study somewhere other than their home countries, faculty should challenge themselves to step outside of their comfort zones. During this session, you'll learn how to define your identity as a global teacher and how to experiment with pedagogies that facilitate learning for a variety of students. Panelists will share highlights from a workshop they co-facilitated in the Czech Republic for teachers from across Europe who work with U.S. study abroad students. In addition, they'll lead participants in a discussion about experiences teaching abroad or instructing diverse learners on home campuses, as well as an interactive teaching exercise.
Moving Beyond the Single-Discipline Faculty-Led Model: How Can Music Business...CIEE
How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.
Getting Real with Diversity Outreach: A Practical Toolkit for Promoting Study...CIEE
Reaching underrepresented student populations in education abroad is something most universities strive for, but can find difficult to execute in practice. During this session, presenters – who represent the 11th most ethnically diverse university in the U.S. – will help you identify new and creative outlets for outreach to underrepresented populations at your institution. We'll also explore how to foster connections with key departments and identify study abroad program types that draw diverse student participants in the hopes of empowering underrepresented students to overcome actual and perceived barriers to study abroad.
Facilitating Mobility for Engineering Majors: Successful Partnerships between...CIEE
Learn best practices for how your institution should work internally to recruit, advise, approve courses, and award credits, all of which are critical components for implementing successful study abroad programs for engineering students. We'll also highlight the importance of collaboration between faculty and study abroad advising offices and will illustrate how this collaboration can lead to additional opportunities for universities.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.
Between a Religious Rock and a Hard Study Abroad Place: Supporting Students o...CIEE
Religion can be a sensitive topic in study abroad when working with students and advisors from different cultures. During this session, you'll learn how to best support students to practice their religions abroad and to help them manage how they will be perceived in different cultures. Participants will also gain an understanding of faculty-led program design and the importance of sensitivity to students and faith systems. Finally, we'll identify advising models that can help students explore their value systems and empower their sense of faith by looking at host cultures, including Ghana, Italy, Japan, and Spain.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
Following a tumultuous campaign season, Americans will have elected a new president and Congress just a week before the CIEE Annual Conference. Where does the new president stand on privately funded exchange programs? What does the new composition of Congress mean for the budget process? What about immigration issues? How might exchanges fare? Who are the most likely people to run the critical congressional committees? What about the impact of the presidential campaign on public perception? Come learn about these issues and what the international exchange community can do to promote greater understanding and support of its programs.
Engaging Generation Z: Integrating Global and Local Vision, Structure, and In...CIEE
How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Abroad Programs: Utilizing Theory to Support and Affirm LGBTQ Student Narratives
1. ABROAD PROGRAMS: UTILIZING THEORY TO SUPPORT AND AFFIRM LGBTQ STUDENT NARRATIVES
Erin Miller: Study Abroad Coordinator, Residence Coordinator, UNC School of the Arts
Jacquis Watters: Assistant Director of Housing Operations, Loyola University Maryland
2. OUR STORIES
I am an educator who thinks globally.
-Paulo Freire
3. SETTING THE STAGE
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Goals and Learning Outcomes
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Method to Our Madness
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Exploring Framework
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terminology & tenants to keep in mind
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overview of multiple theories
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intersection of multiple theories
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Student Narratives
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Our Recommendations
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Strategies
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Q&A
4. GOALS AND LEARNING OUTCOMES
Session participants will:
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gain a basic understanding of critical race and lgb/queer theory
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be able to articulate the significance of exploring LGBTQ personal identities in light of critical race and queer theory
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become well-versed on how to implement multicultural competency and identity dialogue into staff trainings, orientations, exchange, and re-entry practices
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be able to assist students in reframing their study abroad experience in a holistic way
6. METHOD TO OUR MADNESS
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Terminology of Framework
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Theoretical Framework
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d’augelli’slife span model of lesbian, gay, and bisexual development (1994)
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critical race theory (1980s -)
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queer theory (1990)
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Student Narratives
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what did students have to say?
7. TERMINOLOGY OF FRAMEWORK
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Gender Identity
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an individual’s innate, psychological identification as a man, woman or other gender, which may or may not correspond to the sex assigned to them at birth
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Gender Expression
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socially defined external characteristics and behaviors associated with masculinity and femininity
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Sexual Identity
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an individual's physical and/or emotional attraction to an person
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Identity
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an individual’s or community’s conception and expression; socially constructed
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Intersectionality & Complexities of identity
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inclusion of social identities (race/ethnicity, gender expression, socio-economic status, sexual identity, ability, age)
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multiple social identities add layered lenses to an individual (spirituality, education, cultural context, political affiliation)
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LGBTQQIP2SA acronym
8. D’AUGELLI’S LIFE SPAN MODEL OF LESBIAN, GAY, AND BISEXUAL DEVELOPMENT (1994)
•
Developed from Cass’Model of Homosexuality Identity Formation/Coming Out (1979, 1984)
•
Concurring and multiple paths
•
Suggest sexual identity is very fluid at times and fixed at others
Six Identity Processes
Existing Heterosexuality
Developing a Personal LGB Identity
Developing a LGB Social Identity
Becoming a LGB Offspring
Developing a LGB Intimacy Status
Entering a LGB Community
9. CRITICAL RACE THEORY (CRT)
•
Grew from political and legal frameworks
•
Offers a radical lens to deconstruct and challenge structural neutrality (racism is ordinary not aberrational)
•
examines issues around race, racial identity and racism
•
Storytelling
•
Explores hegemonic narratives of power and privilege
•
Explores counter narratives from marginalized racial identities
•
Recognizes that there is not one simplistic, unitary identity
•
Notion of intersectionality (coined by Kimberle Crenshaw)
10. QUEER THEORY (1990)
•
Stems most visibly from subcultural and political activism
•
i.e. Civil rights movement, gay liberation
•
What is that historical development?
•
modernism
•
structuralism
•
post-structuralism & postmodernism
•
Traces the historical development of social concepts that are responsible for shaping the definitions of “sex” and “gender.”
•
expression//identity vs biological sex
•
cisgender
•
trans*
•
ask me about my asterisk
•
Identity politics, non-conformity, and influence of dominant heteronormative binary
11. TENETS TO TAKE WITH YOU
Critical Race Theory
•
Racism in politics, the economy, and education is constant and pervasive
•
neutrality doesn’t exist
•
Oppression is multifaceted
•
Microaggressions can be embedded into everyday conversations
•
racism can take place consciously or unconsciously
LGB & Queer Theory
•
Awareness of self/self narrative
•
Community connection
•
Categorization and construction of identities yield dynamics of power
•
nonconforming sexual and gender identities (i.e “queerness”)
•
conventional norms -> tools to oppress
15. RECOMMENDATIONS
To address issues significant to LGBTQ students is not to alter the agenda, but to be more inclusive to the
real needs of the participants.
-NAFSA: Association of International Educators -Rainbow Special Interest Group, 2008
16. RECOMMENDATIONS
•
Establish a zero-tolerance policy for anti-LGBTQ actions/behavior
•
Review orientation and re-entry programs, brochures, website, etc
•
Collaboration
•
develop confidential support programs for LGBTQ participants to share experiences and advice
•
implement Safe Zone education for faculty, administrators
•
sponsor, support, and create campus- wide LGBTQ events (panel discussions, films, guest speakers, webinars, etc)
•
Training of Staff
•
Awareness
•
Bystander Intervention
•
safe environment
•
Discussions
•
personal narrative
•
naming one’s own reality
•
different POVs
•
Observant
•
accountability
•
aware of environment
•
cultural and international differences
Year Round Commitments
17. RECOMMENDATIONS
Advising
•
Provide holistic advising
•
Know your student, know their pronouns
•
Intentionally exploring the interplay of multiple identities & how these might impact program options
•
Understand and integrate LGBTQ development models into advising
•
Speak out when you hear micro-aggressions
•
self-directed or outward
Orientations
•
Partner with the Multicultural Affairs to integrate discussions of multiple identities and social acceptance
•
Explore the multilayered concepts that create culture and identity
•
Integrate LGBTQ statistics & info about the destination country
•
Avoid a heteronormative perspective in handouts & resources
•
Host a Peer-led LGBTQ discussion group led by returners
Pre-Departure
18. RECOMMENDATIONS
•
Encourage deeper immersion into the host culture through community involvement, when possible
•
Local organizations serving marginalized populations
•
Affinity group participation
•
Attendance at community activities for identity-specific causes
•
Include information about relationship safety in on-site orientations
•
Explore the ways in which their experience abroad can lead into academic opportunities
•
Discuss personal experiences with cultural acceptance and norms
•
Emphasize awareness of the personal changes they experienced
•
(Re)Connect students with the multicultural center as a support resource and potential creative outlet
While Abroad
Re-Entry
20. RESOURCES
Books
•
Pedagogy of the Oppressed
•
The Art of Effective Facilitation: Reflections from Social Justice Educators
•
Readings for Diversity and Social Justice
•
Building Cultural Competence: Innovative Activities and Models
Websites
•
Human Rights Watch (hrw.org)
•
Equaldex (http://equaldex.com)
•
The National Center For Transgender Equality’s Travel Considerations (http://transequality.org/Issues/travel.html)
•
It’s Pronounced Meterosexual(http://itspronouncedmetrosexual.com/articles-books/)
•
Rainbow SIG (http://www.rainbowsig.org)
22. REFERENCES
•
Achterberg, C. (2002). Providing a global perspective: an educator’s duty. About Campus, 6, 17-22.
•
Braskamp, L.A., Braskamp, D.C., Merrill, K.C. (2009). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 13, 101-118.
•
Carsello, C., & Creaser, J. (1976). How college students change during study abroad. College Student Journal, 10, 276-278.
•
Clarke, I., Flaherty, T. B., Wright, N. D., & McMillen, R. M. (2009). Student intercultural proficiency from study abroad programs. Journal of Marketing Education, 31, 173-181.
•
Dalton, J. (1999). The significance of international issues and responsibilities in the contemporary work of student affairs. New Directions for Student Services, 1999(86), 3-11.
•
Delgado, R., & Stephanic, J. (n.d.). Critical Race: An Introduction. Retrieved from asdfhttp://www.odec.umd.edu/CD/RACE/CRT.PDF
•
http://www.hrc.org/resources/entry/sexual-orientation-and-gender-identity-terminology- and-definitions
23. REFERENCES
•
Gwyn, K. & Okazawa-Rey, M. (2010). Identities and Social Locations: Who am I? Who are my people?. Readings for Diversity and Social Justice. 2nd edition., 8-14.
•
Hunter, W.D. (2004) Got Global Competency? International Educator. Retrieved from http://www.nafsa.org/_/File/_/go_global_competency.pdf
•
Jones, S. R., Kim, Y. C., & Skendall, K. C. (2012). (Re-) framing authenticity: Considering multiple social identities using autoethnographic and intersectional approaches. The Journal of Higher Education, 83(5), 698-724.
•
McIntosh, P. (1988). Whiteprivilege: Unpacking the invisible knapsack. In P. McIntosh, White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women's Studies.Wellesley, MA:Wellesley College Center for Research on Women.Retrievedon February 25, 2013 fromhttp://www.nymbp.org/reference/WhitePrivilege.pdf
•
Mikdashi M., and Puar J., “Pinkwatching and Pinkwashing: Interpretation and its discontents” Jadaliyyahttp://www.jadaliyya.com/pages/index/6774/pinkwatching- and-pinkwashing_interpenetration-and-
24. REFERENCES
•
Morey, A.I. (2000). Changing higher education curricula for a global and multicultural world. Higher Education in Europe, 25, 25-39
•
Puar, J. (2013). Homonationalism As Assemblage: Viral Travels, Affective Sexualities. Jindal Global Law Review, 4(2). Retrieved from http://www.jasbirpuar.com/assets/JKP_Viral-Travels.pdf
•
Sadowsk, M. (2013). In a queer voice: Journeys of resilience in adolescence to adulthood.
•
Scharman, J.S. (2002). The extended campus: safety abroad. New Directions for Student Services, 99, 69-76
•
William B. Turner. A Genealogy of Queer Theory. Philadelphia: Temple University Press.