Educating Mentoring Global Citizens The Role of CoCurricular

Educating & Mentoring Global Citizens: The Role of Co-Curricular Activities Integrating Global Issues into Community College Curricula 2017 Epic Symposium Stanford University Céline Pinet, Ph. D Dean of Academic Affairs, Curriculum and Instructional Support Dulce María Gray, Ph. D Professor of English, Gender & Women Studies Director of Study Abroad Page 1

AIM: Consider integrating global issues from the Following perspectives ØBenefit to students ØFaculty member’s leadership ØHistory of one college’s effort ØBroad Global Studies ØCollege Administrator ØAudience take-aways Page 2

Definition of Co-Curricular Activities Ø Complementarysupplementary outside of formal class learning opportunities Ø Best if experiential, interactive, studentcentered Ø Now a necessary and powerful tool Page 3

Why Co-Curricular Activities? Role: Ø Broadens learning/education Ø Facilitates intellectual, emotional, social, ethical development Ø Engages attention, creativity, enthusiasm in less formal/more student-friendly settings Ø Stimulates curiosity, critical thinking Ø Develops sense of belonging Ø Affirms process of shaping self identity, goals, and role in society Page 4

Why Co-Curricular Activities? con’t Impact Ø Links real world issues with academic content Ø Educates holistically and in contexts Ø Anchors students (affecting retention, persistence, success) Ø Helps college underscore its mission, vision, goals Ø Helps college community to connect with surrounding and global communities Page 5

How-to Create C-C Activities When there is no (or little) $ 1. Highlight the expertise of Ø colleagues, staff, admins Ø students, community members Ø neighboring colleges, universities 2. Film series, neighborhood service learning 3. Create an active committee 4. Create a Global Studies visual presence 5. Work with Curriculum Committee, Equity, Academic Senate, other governance bodies 6. Travel opportunities for students, faculty 7. Train faculty, global+local Page 6

Co-Curricular Activities To Educate Global Citizens Giving faculty the tools to teach students what they will need: ØTo address issues in a global society ØTo live in a connected world Page 7

What do We Mean by Global Issues ØPeacekeeping ØGlobal food supply ØChanges in communication ØGlobal warming ØFighting poverty ØAccessible education for all ØInfectious diseases ØDigital divide ØDisaster prevention ØViolence against women ØWater conservation ØImmigration, dreamers AND SO ON Page 8

Take-Aways: How to Build a Fire THINK * PAIR * SHARE Page 9

Think Pair Share Ø What connections are there between the environment & our health? Ø How does information spread? Ø What is language? Ø Why do people immigrate? Ø Should education be open for all? What is education? Who should pay for it? Ø How do societies develop? Page 10

Adding Wood to the Fire What stories, theatrics, or contextual environment can you use to fuel thought processes and engage the mind? Ø Real Life Case Study Ø Experts, Guest speakers Ø Contextualizing - De-contextualizing Ø Role Play & Theatrics Ø Storytelling Ø Study Abroad – partnerships Ø Students clubs Ø International exchanges� Ø Model UN, Ø Service Learning (Amnesty International; Heifer; UNICEF, Food Pantry) Page 11 Ø Sister Colleges, Sister City

Adding Wood to the Fire What mood changers, inspiration, sensory stimulators can you sue to fuel the thought process and engage the mind? Ø Sounds/music, colors, lighting, smells, textures (food from different countries) Ø Imagery (money saved by spending on preventing infectious diseases – suitcase full of money) Ø Visualization exercises Ø Awards to spread embrace of successes Ø Engaging pictures Ø Hall of Fame setups Ø Videos Ø Humor Page 12

Adding Wood to the Fire How can you build buy-in, up the likability of a global cause, fuel thought processes, and engage the mind? Trusted authority figures, leaders, and figurehead speaking on behalf of a cause People alike that which we are trying to reach (e. g. recent graduates) recruiting potential students into a study abroad program. Parents talking to parents. Faculty organizing regional conferences, to talk to faculty from another college about best practices, Page 13

This & Then What? Page 14

TO BUILD A FIRE AND… Keep it alive Ø Build teams rather than relying on individuals to uproot resistance. Ø Build habits: When behavior is habitual, it’s “free” – not taxing. Ø Build ownership: When faculty own the change, it is no longer “one person’s ” change, it is “their” change. Ø Build pride: Reward & support success, celebrate wins. Ensure the change is seen in every part of the college. Page 15

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References Astin, Alexander W. “What Matters in College, ” Liberal Education (1993) 79(4): 4 -15. Gray, Dulce María. “Two Easy Ways to Practice Global Citizenship in the College Classroom, ” North Dakota Quarterly (2011) 78: 2/3: 57. Kirkwood, F. Toni. “Our Global Age Requires Global Education: Clarifying Definitional Ambiguities. ” The Social Studies (2010) 92(1) 10 -15. Kuh, George D. “The Other Curriculum: Out -of-Class Experiences Associated with Development, ” Journal of Higher Ed (1995) 66: 123 -155. Molina, Sarina and Heather Lattimer. “Defining Global Education. ” Policy Futures in Education (2013) 11 (4). O'Connor, Kate and Zeichner, Ken. “Preparing US teachers for critical global education. ” Globalization, Societies And Education (2011) 9(3 -4) 521 -536. Page 17