Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration.
National History Day and The National Council for History Education present their approaches to internationalizing U.S. History. Both organizations are creating resources to be used by teachers to contextualize U.S. History – from the Revolutionary War to the Cold War. We will discuss the approaches, the resources, and the implications for today’s teachers.
Presenters: Noralee Frankel, consultant with National History Day
Craig Perrier, High School Social Studies Specialist, Fairfax County Public Schools
Respondent: Dale Steiner, professor of History, California State University, Chico
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration.
National History Day and The National Council for History Education present their approaches to internationalizing U.S. History. Both organizations are creating resources to be used by teachers to contextualize U.S. History – from the Revolutionary War to the Cold War. We will discuss the approaches, the resources, and the implications for today’s teachers.
Presenters: Noralee Frankel, consultant with National History Day
Craig Perrier, High School Social Studies Specialist, Fairfax County Public Schools
Respondent: Dale Steiner, professor of History, California State University, Chico
Photographs teaching abstract concepts (perception) in a visual wayKim Moore
For all learners, perception can impact how we communicate in a social, academic, or business environment. Photography is a fun and informative way to share strategies and promote critical thinking and thoughtful discussions.
Raising Awareness and Experiencing Culture through Collaborative Exploration ...decolonisingdmu
Nikki Woods, University of Winchester
I am an Asian criminologist with a White name! I came to this institution and noticed how ‘White’ it is. How am I perceived and interpreted by my White students. I felt intimidated. Do they see my name and make an understanding, or a judgement which may change when I walk into the teaching room. I don’t fit my name! Am I ‘selling out’ my ‘culture’ by not using my Sikh maiden name. Does this make a new guise when I enter the lecture or the seminar. The purpose of this presentation is to analyse the reconstructing of the meaning of racism and its facets for Racial Inequality in Higher Education: Raising Awareness and Experiencing Culture through Collaborative Exploration of Understanding and Challenging Racism with Undergraduate Students. Most of my teaching takes place in an undergraduate criminology degree, where the cohort of students tend to be mainly White. I am aware of my power position I inhabit. As their lecturer, I hold the position of ‘institutional power’ (Bondi, 2004) given to me by my institution to teach and assess my students. How was this power received in the classroom. This and my positionality warranted the need to decolonise knowledge and share it by reconstructing the meaning of racism through the shared practice of running a new Module titled, ‘Identity, Equality and Crime’ for Level 6 undergraduate students. To do this, the Module was designed to include an eclectic group of current topics related to different aspects of racism. It was fundamental to secure a safe environment where conversations of race and racism could be debated to develop a deeper understanding, empathy, and compassion of the ‘processes’ of experiencing and challenging racism (from the victim’s and perpetrator’s perspective). It was through this inclusive place and space I was able to secure fascinating and poignant raw, rich testimonies which I would like to share with you. In one evaluation it stated: “we would not have received this invaluable education without you sharing your journey as a person of colour in higher education.” It is important to scaffold our learning as educators as the same for our students. Subsequently, I was nominated as a finalist for the Outstanding Lecturer Award 2023. It is the strong recognition of my work that gives me the passion to share this further and develop my teaching of race and racism through shared practice.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
Global Citizens in the Making The International Flavor of Boarding Schoolsengagegsfc
Forget the confines of classrooms! Boarding schools are redefining education with a global twist. Immerse yourself in diverse cultures, forge lifelong friendships, and shape your future as a citizen of the world – all within the vibrant walls of an international boarding school.
Immediacy, Engagement, and Immersion: Critical Pedagogy and the Study Abroad ...CIEE
Intentional, critically informed pedagogies are a means of developing and shaping the kinds of transformative experiences students should have. While much of the work in the field of international education emphasizes formal assessments, we’ll focus on critical pedagogy and how to best shape experiences that promote experiential learning, immediacy, engagement, and immersion that is both self-reflexive and respectful. We’ll consider approaches and methodologies that can be used for specific study abroad programs and the ways in which an ethos of deeply intercultural and experiential learning can inform campus and curriculum internationalization efforts.
Photographs teaching abstract concepts (perception) in a visual wayKim Moore
For all learners, perception can impact how we communicate in a social, academic, or business environment. Photography is a fun and informative way to share strategies and promote critical thinking and thoughtful discussions.
Raising Awareness and Experiencing Culture through Collaborative Exploration ...decolonisingdmu
Nikki Woods, University of Winchester
I am an Asian criminologist with a White name! I came to this institution and noticed how ‘White’ it is. How am I perceived and interpreted by my White students. I felt intimidated. Do they see my name and make an understanding, or a judgement which may change when I walk into the teaching room. I don’t fit my name! Am I ‘selling out’ my ‘culture’ by not using my Sikh maiden name. Does this make a new guise when I enter the lecture or the seminar. The purpose of this presentation is to analyse the reconstructing of the meaning of racism and its facets for Racial Inequality in Higher Education: Raising Awareness and Experiencing Culture through Collaborative Exploration of Understanding and Challenging Racism with Undergraduate Students. Most of my teaching takes place in an undergraduate criminology degree, where the cohort of students tend to be mainly White. I am aware of my power position I inhabit. As their lecturer, I hold the position of ‘institutional power’ (Bondi, 2004) given to me by my institution to teach and assess my students. How was this power received in the classroom. This and my positionality warranted the need to decolonise knowledge and share it by reconstructing the meaning of racism through the shared practice of running a new Module titled, ‘Identity, Equality and Crime’ for Level 6 undergraduate students. To do this, the Module was designed to include an eclectic group of current topics related to different aspects of racism. It was fundamental to secure a safe environment where conversations of race and racism could be debated to develop a deeper understanding, empathy, and compassion of the ‘processes’ of experiencing and challenging racism (from the victim’s and perpetrator’s perspective). It was through this inclusive place and space I was able to secure fascinating and poignant raw, rich testimonies which I would like to share with you. In one evaluation it stated: “we would not have received this invaluable education without you sharing your journey as a person of colour in higher education.” It is important to scaffold our learning as educators as the same for our students. Subsequently, I was nominated as a finalist for the Outstanding Lecturer Award 2023. It is the strong recognition of my work that gives me the passion to share this further and develop my teaching of race and racism through shared practice.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
Global Citizens in the Making The International Flavor of Boarding Schoolsengagegsfc
Forget the confines of classrooms! Boarding schools are redefining education with a global twist. Immerse yourself in diverse cultures, forge lifelong friendships, and shape your future as a citizen of the world – all within the vibrant walls of an international boarding school.
Immediacy, Engagement, and Immersion: Critical Pedagogy and the Study Abroad ...CIEE
Intentional, critically informed pedagogies are a means of developing and shaping the kinds of transformative experiences students should have. While much of the work in the field of international education emphasizes formal assessments, we’ll focus on critical pedagogy and how to best shape experiences that promote experiential learning, immediacy, engagement, and immersion that is both self-reflexive and respectful. We’ll consider approaches and methodologies that can be used for specific study abroad programs and the ways in which an ethos of deeply intercultural and experiential learning can inform campus and curriculum internationalization efforts.
1. Study nature, society, imagination, machines, diversity, film, and world cultures in a way that most high school and college
students have never experienced. Honors classes are mind-expanding, thought-provoking, and tailored to individualized
attention. Enjoy ample opportunities to explore your passion with special-topics courses, internships, and a capstone project that
is uniquely yours - all in 21 credit-hours.
THE HONORS CLASSROOM IS DIFFERENT.
Honors 101 introduces students to college, NKU, and “the honors way of learning.” You’ll focus on active participation,
independent research, creative projects, and collaborative learning.
Honors seminars emphasize four key notions: cross-disciplinary reasoning; exchange of ideas with peers and experts; application
to community and global challenges; and project creation and management.
In Honors courses, the possibilities are endless. You may have the opportunity to:
• Explore the ways culture, community and identity are constructed, maintained and challenged in the globalized world of the
21st century.
• Examine the development of folk and fairy tales from oral culture to children’s literature - Red Riding Hood and Bluebeard.
• Focus on American cinema, past and present, watching such films as The Graduate and American Beauty to examine the
historical, social, and cultural context of films, the way various regions are portrayed in films, and the Hollywood movie
making model.
• Analyze the strategies used by nonwestern societies to deal with major world challenges.
TIGHT-KNIT COMMUNITY
Attend class with 15 students in the Honors house, study and socialize, and have the opportunity to live together on campus.
PARTICIPATE IN RESEARCH
The Honors Capstone project allows the opportunity to create, implement, and research as an undergraduate student. As the
final requirement to earn the University Honors Scholar distinction, students complete a two-semester course working alongside
a faculty member on a project of their choosing.
zo porter
“The NKU Honors Program is the first place where I not only belong, but
feel included. I’ve found a sanctuary of professors and students who
understand my language; they are on the same page and ride the
same wavelength. I finally found a place where my opinions and
thoughts are welcomed and encouraged. I have made friends
who enjoy hearing what I have to say and I am learning to
be comfortable saying it.”
honors PROGRAMa distinct program for a distinct you
2. This publication was prepared by Northern Kentucky University and printed with
state funds (KRS 57.375).NKU is an affirmative action/equal opportunity institution.
MC160215
DEADLINE TO APPLY IS MAY 1.
HONORS CAPSTONe
project examples
The Civil War - On the Front and at Home: An Examination of History
through Television
“This project is meant to tell the stories that are not heard. Through the power of television, we are able to tell a story that is
relatable to everyone. I created a script for the pilot episode and an outline of the entire series, as well as a show bible. The end
result is a television show that can spread the tales of the Civil War to anyone willing to listen.” –Zachary Lanham
Nest Site Selection by Carolina Chickadees
“We examined nest site selection by Carolina Chickadees (Poecile carolinensis) from 2011-2015 at a field site with 38 artificial
nest boxes. In this cavity-nesting species, both members of a breeding pair inspect multiple cavity choices before deciding
on a location to build a nest. We examined whether Carolina Chickadee nest location preference was related to factors such
as proximity to the forest edge, a water source, neighboring cavities, and buildings, as well as the forest type the nest was
located in. We found that Carolina Chickadees nests along the forest edge are depredated more frequently than nests in the
interior forest; however, despite this unequal risk of nest loss, the chickadee pairs chose boxes along the forest edge as often
as in the interior.” –Danie Frevola
95% of students at NKU that apply for a study abroad grant receive funding.
The Honors Program encourages study abroad by providing additional scholarship funds to students. Also, some honors
courses include a study abroad component. For example, Caribbean Crossroads goes to Barbados.
“We spent the semester studying the history of fairy tales, and the class ended with a two-week study abroad trip to Germany to
visit the Grimm Brothers’ museum, tour a castle, and view fairy tale reenactments.” –Lindsey Newton
going global
FOR MORE INFORMATION AND TO
APPLY VISIT HONORS.NKU.EDU.
NOTE: THE HONORS PROGRAM REQUIRES A SEPARATE APPLICATION.
“The Honors program helps students grow more accepting of differing points
of view. I am spending the summer of 2016 at the University of North Texas
conducting research in the security of brain computer interface technology.
I remember when I interviewed for the opportunity, and what I talked about
specifically. The Honors program was something I spoke of in great detail. Why?
The ability to break down differing opinions, tackle hard questions, find academic
and scholarly sources, form opinions, reevaluate opinions, and to collaborate are all
vital skills to do well in research. I brought up the Honors program in particular because
it cultivated that skill well.” –Nathaniel Hudson
life beyond college