Welcome
Revitalizing the Humanities:
The Global Humanities Institute at Montgomery College
Global Humanities Institute Curriculum Coordinators:
Marcia Bronstein – marcia.bronstein@montgomerycollege.edu,
Shelley Jones – shelley.jones@montgomerycollege.edu,
Sharyn Neuwirth – sharyn.neuwirth@montgomerycollege.edu,
MONTGOMERY COLLEGE
GLOBAL HUMANITIES INSTITUTE
Dr. Rita Kranidis, Program Director
7600 Takoma Ave., Takoma Park, MD 20912
global.humanities@montgomerycollege.edu
GLOBAL LEARNING IN COLLEGE:
Asking Big Questions,
Engaging Urgent Challenges
Association of American Colleges and Universities
Network for Academic Renewal
October 4, 2013 – Providence, Rhode Island
The Humanities
Languages
Linguistics
Literature
Art History and
Theory
History
Philosophy
Ethics
Comparative Religion
Archeology
Jurisprudence
Aspects of the social sciences
which have humanistic content
and employ humanistic methods,
Diverse heritages, traditions, and histories and the current conditions of our
national life, studied through a humanities lens.
Why Globalize the Humanities?
 Film – mp4 – played here.
Initiatives of the Global Humanities Institute
u
Curricular
Transformation
Faculty
Summer
Research
Stipends
New
Courses


Scholarly
Humanities
Exchange
Technology
To Realize
Goals

Global Humanities
Colloquia,
Presentations
Faculty
Development
To Internationalize
Humanities Curricula
A Strong Team
External Advisory
Affiliated Faculty
Community and
International
Support
Internal Advisory
Workgroup
In
Collegewide
38
Students will:
 Gain a deep, comparative knowledge of the world’s
Global
competencies
for engaged,
applied
humanities
peoples and problems,
 Understand how history has created the dynamics
and tensions of the world,
 Move across boundaries and unfamiliar territory and
see the world from multiple perspectives,
 Do practical work that affects communities that are
not well served by their societies,
Source: Svetlana Nikitina,
“Applied Humanities,”
Liberal Education, Winter
2009.
 Function effectively and ethically in a complex,
rapidly changing world that is increasingly
interdependent yet full of conflicts and disparities.
Source: Association of American Colleges and Universities (AAC&U)
Global Competencies
Global
Humanities
Institute
Faculty
Development
Program
 Triple-faceted faculty
development to create applied
internationalized humanities
curricula
I.
II.
III.
Internationalize individual
humanities courses
Create internationalized
interdisciplinary humanities learning
communities
Infuse service learning into
internationalized humanities
curricula
Faculty
Fellowship
I:
Internationalize
individual
humanities
courses
 Adding global content about other
countries or cultures isn’t enough
to make a course
internationalized.
 An applied global humanities
curriculum explicitly develops
global competencies.
 Final Product
Workshop for
Internationalizing
Humanities
Courses

Infuse global content throughout
each unit of a humanities course.
or

Create a stand-alone global module
that examines a topic from the
perspective of different cultures or
countries
Workshop
Topics
 Backward course design
 Global competencies
 Internationalizing Student
Learning Outcomes
 Aspects of culture and student




diversity
Resources and materials
Active learning strategies
Service learning
Student assessment
Backward Course Design
State desired
internationalized
student learning
outcomes
Plan learning
experiences and
instruction
Determine
evidence of
outcomes
Internationalizing Student Learning Outcomes
INTRODUCTION TO ETHICS
Student Learning
Outcome (SLO)
Critically evaluate
different ethical
perspectives, including
altruism, pragmatism,
universalism, and selfinterest
Global Competence
Internationalizing Student Learning Outcomes
INTRODUCTION TO ETHICS
Student Learning
Outcome (SLO)
Global Competence
Critically evaluate
different ethical
perspectives, including
altruism, pragmatism,
universalism, and selfinterest
Have a deep, comparative
knowledge of the world’s
peoples and problems
Internationalized SLO
(ISLO)
Internationalizing Student Learning Outcomes
INTRODUCTION TO ETHICS
Student Learning
Outcome (SLO)
Global Competence
Internationalized SLO
(ISLO)
Critically evaluate
different ethical
perspectives, including
altruism, pragmatism,
universalism, and selfinterest
Have a deep, comparative Critically evaluate moral
knowledge of the world’s points of view and apply
peoples and problems
each to the issue of world
hunger.
Identify specific local
conditions (economic,
political, cultural) that
must be considered in an
ethical analysis of world
hunger.
 Backward course design
Workshop
Topics
Global competencies
 Internationalizing Student Learning
Outcomes

 Aspects of culture and
student diversity
 Resources and materials
 Active learning strategies
 Service learning
 Student assessment
INTRODUCTION TO ETHICS
Internationalized SLO Active learning
(ISLO)
strategies and
materials
Critically evaluate moral
points of view and apply
each to the issue of world
hunger.
Identify specific local
conditions (economic,
political, cultural) that
must be considered in an
ethical analysis of world
hunger.
INTRODUCTION TO ETHICS
Internationalized SLO Active learning
(ISLO)
strategies and
materials
Critically evaluate moral
points of view and apply
each to the issue of world
hunger.
Identify specific local
conditions (economic,
political, cultural) that
must be considered in an
ethical analysis of world
hunger.
Analyze maps, graphs or
statistics on world hunger
Read philosophical essays
and arguments for and
against aid.
Students serve meals at
homeless shelter, reflect
on their personal response
to feeding the poor, and
relate their experience to
the global issue.
Outcomes Assessment
INTRODUCTION TO ETHICS
Internationalized SLO Active learning
(ISLO)
strategies and
materials
Critically evaluate moral
points of view and apply
each to the issue of world
hunger.
Identify specific local
conditions (economic,
political, cultural) that
must be considered in an
ethical analysis of world
hunger.
Outcomes Assessment
Analyze maps, graphs or
Students take a position
statistics on world hunger and participate in a
debate: Do wealthier
Read philosophical essays nations have an ethical
and arguments for and
responsibility to feed the
against aid
world’s poor?
Students serve meals at
homeless shelter, reflect
on their personal response
to feeding the poor, and
relate their experience to
the global issue
Students are assessed on
their ability to support
their position with ethical
arguments as well as
examples from specific
countries or regions.
 Peer evaluation: Fellows apply
Assessment of
Workshop
Outcomes
internationalized course design
principles to evaluate each other’s
course/module
 Self-evaluation: Fellows reflect and
report on any changes in their
cultural awareness and/or pedagogy
resulting from this Workshop
 Student outcomes: After teaching
their internationalized
course/module, Fellows assess their
students’ mastery of the ISLOs, and
revise as needed.
Faculty
Fellowship
II:
Create learning
communities
that explore
global themes
“Problems in
the ‘real
world’
seldom
present
themselves in
tidy,
disciplinary
packages.”
James R. David,
Interdisciplinary
Courses and
Team Teaching
Definition of Learning Communities
 Learning Communities cluster courses around an
The need for
an “integrated
core.”
Boyer Report, 1987
interdisciplinary theme, enrolling a common
cohort of students. This intentional restructuring
of students’ time, credit and learning experiences
fosters more explicit intellectual connections
between students, between students and their
faculty, and between disciplines.
SOURCE: Shapiro and Levine, (2000), Creating Learning Communities
SACRED TIME/SACRED SPACE/
SILVER SCREEN
Philosophy
of Religion
Introduction
to Film
Skagit Valley Community College
Examples of Global Humanities
Learning Communities
• PAN AFRICAN LEARNING COMMUNITY
• Sacramento State College
• GLOBAL WOMEN
• Montgomery College
• VISIONS OF FREEDOM
• Duke University Focus Program
Global
Humanities
Institute
Learning
Community
Faculty
Fellowship Topics
 Learning community theory and
design
 Internationalization theory and
design
 Scholarly study of global theory
 Pedagogy that builds civility,
community, and civic engagement
 A global humanities learning
Final product
community plan, including:






Global theme
Global interdisciplinary outcomes
Merged syllabus
Integrative assignment
Global or “glocal” service assignment
Team-taught lesson
Faculty Development III: Infusing Service Learning Into
Internationalized Humanities Curricula
Service
Learning
Global
Competencies
Students will:
 Move across boundaries and unfamiliar
territory and see the world from
multiple perspectives,
 Engage in practical work with
fundamental issues that affect
communities that are not well served by
their societies,
 Believe that their actions and ideas will
influence the world in which they live,
 Function effectively and ethically in a
complex, rapidly changing world that is
increasingly interdependent yet full of
conflicts and disparities.
Source: Association of American Colleges and Universities
(AAC&U)
Definition of Service Learning
 Service-Learning is a “credit-bearing educational
experience in which students (a) participate in an
organized service activity that meets identified
community needs, and (b) reflect on the service
activity in such a way as to gain further
understanding of curricular content, a broader
appreciation of the discipline, and an enhanced
sense of personal values and civic responsibility.”
Adapted from R.G. Bringle and J.A. Hatcher, A Service-Learning Curriculum for
Faculty, Michigan Journal of Community Service Learning, 1995, 2: 112-122
 Reciprocity
Best Practices
in ServiceLearning
 Rigor
 Reflection
 Assessment
 Continuous
The 4 C’s of
Reflection
 Connected
 Challenging
 Contextualized
 Blogs
Reflection
Activities
 Journals
 Highlighted journals
 Group discussion
 Multimedia presentations
 Presentations to community
organizations
 Letters-to-the-editor
Service Learning as Applied Global Humanities
Topics
 Best practices in service-learning design and application
 Examination of case studies of service-learning projects with global
perspectives and an applied humanities approach
 Guided practical exercises for fellows to develop service-learning
activities
 Assistance, along with campus service-learning coordinators, with
logistics, partner contacts and evaluation of service-learning
activities
 Participation in faculty fellows service-learning project
Service
Learning
Seminar Final
Product
 Faculty fellows develop a student
service-learning experience for
their globalized course or learning
community.
Global Service Learning
 If I don’t live in a metropolitan area with an
international population, how can I globalize a
service-learning opportunity for my students?
Service-Learning Projects in Applied Global
Humanities Courses and Learning Communities
•Women and Literature—Women in the Congo
•Intermediate Spanish—Heroes Project
•African American Voices Learning Community —
Historical Research for Civic Association
Thank You