Global Studies Virtual Symposium

Register here for DAY 1: Internationalizing the Curriculum at Home (registration separate for each day)

11:30-11:45 Welcome and introductions

11:50-12:10  Utilizing Culturally Sustaining Practices to Globalize the Curriculum: Composition Students Write Their Culinary Histories by Melinda Zepeda, Northwest Vista College

Weaving together pedagogical influences reflecting culturally sustaining practices, social justice, and critical race theory, students enrolled in two separate composition courses during the Fall 2022 semester were challenged to develop a research project to answer the question, what are the global influences of one of the dishes in your family’s culinary traditions? Throughout the four-week writing module, students were encouraged to choose a food dish they believe helped to define their family culture. Then, students were asked to interview someone in their family responsible for creating the dish, conduct research about the dish to understand its importance in the larger national and international tapestry of culinary arts, and finally, students were asked to make a connection to early African cooking techniques researched by Dr. Doris Careaga Coleman who is seeking to uncover culinary influences from Africa in Mexico. The learning project culminated in a published book supported by a Cultural Exchanges Grant sponsored by Fulbright Comexus Becas Fulbright-García Robles.

12:15-1:00 Global Plus: Embedding Global Competencies  Dr. Lori Schmied,Ms. Kirsten Sheppard, Dr. Ariane Schratter, Maryville College

The Maryville College Global+ Program is designed to strengthen and improve undergraduate instruction in international studies and foreign language by increasing global/intercultural competencies across the curriculum. Launched in 2020 with funding from the US Dept of Education’s Undergraduate International Studies and Foreign Languages program, Global+ works to embed global competencies through curriculum development, faculty development, and student engagement. We define global competencies simply as ‘think globally,’ ‘communicate effectively,’ and ‘contribute responsibly.’ With the support of Global+, curricula in majors and minors have been revised to increase access and flexibility, dozens of courses across the curriculum have been created or revised to incorporate global competencies, a new certificate program in global competency has been developed, and programs to increase student engagement have been supported. Most recently, the College has received additional funding (Global Engage) where the focus is now on first-year student programming and building upon the foundation that the Global+ program has provided. The panelists will provide an overview of the programs and focus on two key features of the program: the Global+ certificate and Faculty Development Mini-grants. Successes and challenges of the Global+ program will be highlighted, as well as strategies to sustain programming once grant funding has ended.

1:00-1:10 Break

1:10-1:30 Group Roles in a Global Team: Small Group Project Dr.Bradley Wolfe, Ridgewater College

Global perspectives can enhance existing curricula and outcomes by adding a new dimension to assignments. This teaching innovation presentation showcases how global perspectives were added to a small group communication project. Students in a small group communication course picked a communication topic that was taught at some point in the semester (e.g. leadership, conflict), then each member of the group was to research how that topic may be enacted in a country of their choice.

1:35-2:20 Global Skills Aren’t Just for the Humanities: How Can We Integrate Global Topics into Welding and Other Technical Courses? Doug Rupik, South Seattle College and Heather Singmaster, Digital Promise Global

To take advantage of global market opportunities, companies desire workers with global competence. Yet we struggle to train our technical faculty to prepare all students for work in a world where success increasingly requires the ability to compete, connect, and cooperate on an international scale. Participants will hear a brief overview of how one welding faculty member is integrating global content into his courses after participating in an online professional development program with technical faculty from across the country.

2:25-2:40: Raffle, closing evaluation

Register here for Day 2

11:30-11:45 (CDT) Welcome and introductions

11:50-12:10  Creative Technology Ideas for Connecting Online Studies to Course Objectives, and to Others Around the World  Stacy Moreno, Paradise Valley Community College

Over 6 weeks, 41 participants from around the world engaged in a comparative analysis of social issues. Gain ideas on how to internationalize your curriculum, even in an online course! Explore various online tools and applications that can support interactive and collaborative global classroom projects. Learn about the power of making global connections for students, and the positive impacts of global immersive learning and how social issues can bring students together-assessing the issues and sharing solutions.

12:15-1:00  Creating Culturally Responsive Classrooms Through Stories  Dr. Latrice Gettings and Dr. Amy Anderson, Rio Salado Community College – Surprise

Professors are expected to work and build relationships with adult learners from different races, ethnicities, genders, religions, and backgrounds. Storytelling is one compelling way for individuals to illuminate their identity, pain, experiences, and life while fostering opportunities for listeners to gain empathy and compassion. Adult learners share information about their lives, struggles, encounters with microaggressions, discrimination, and racism. In this workshop, participants will learn about PALS, Power Flower, and Take A.C.T.I.O.N Techniques. Additionally, those who are present will learn about the importance of creating a respectfully diverse class environment through culturally responsive practices, inclusive teaching, and managing uncomfortable conversation. Finally, the presenters will discuss how the power of stories can guide teachers as they reflect upon their self-awareness, bias, and intercultural competence. The educators will have the tools to develop processes for addressing conflicts thus creating a classroom that embraces diversity and inclusion.

1:00-1:10 Break

1:10-1:30 Virtual African Exchange Program on Civic Responsibility & Service Learning Cara Benedict, Southeast Community College

Southeast Community College (SCC) and EDU Africa, an educational program located in Africa, collaborated on the development and implementation of an African Exchange program for SCC and Kenyan students. The program is designed to acquaint students with the complexities of the governance and civic systems of several countries in Africa, but focused more on Kenya. The objective of the program is to prepare students to be interculturally responsible and engaged members of society, which are paramount to the success of democracy, philanthropy and the overall health of communities. Students are encouraged to expand their perspectives and collaborate with Kenyan students to develop an understanding of the civic needs of the Kenyan population, specifically in terms of what they do as global citizens to actively address them through advocacy.

1:35-1:55 Using Data, Data Visualization, and Visuals to Globalize the CurriculumDon Uy-Barreta, Stanford Global Educators Network

With more data, our students can have a better global understanding of significant trends and issues, identify problems and potential solutions, and conduct better decision-making supported by data. Faculty will learn how to incorporate more free data, data visualization, and visuals to globalize their curriculum.

1:55-2:10: Raffle, closing evaluation

For any questions please contact: outreach@umn.edu or philross@uw.edu