Title VI Workshop: Creative Outreach to Teachers and Future Students – September 20, 2017


KATHLEEN CONNORS
DE LAGUNA: Hello. My name’s Kathleen
Connors de Laguna. And welcome to our
afternoon session about creative outreach to
teachers and pre-teachers. We have a lot of exciting
panelists today, and I have to share personally,
I begged my boss, Cheryl Gibbs, that I’d be able
to participate in this session, and I’ll share
with you, I have a special connection to each
of the presentations. So, I’m very, very excited
to be here and talk about it. I’m going to have to use
my glasses to tell you what I wanted to say, too. Before we start the
session, for housekeeping, I want to make sure that
you all know that at the top of your screen, you
can click and get access to all the PowerPoint
presentations. And also take advantage,
on the bottom of your screen, to be able to
start chatting with us, as soon as you have a
question, please put it in there and we’ll make sure
we’ll have enough time for questions and answers at
the end of the session. So now I want you to hear
what we’re going to be talking about. We’re going to be talking
about some joint student faculty training, both in
China and in the United States. And then we’re going to
hear a little bit more about how the University
of Indiana is internationalizing
education within their state and beyond. And finally, we’re going
to hear from a guest that’s joined us, come
across town to join us today, from Georgetown
University, about what’s going on here locally, and
the impact that they are making in their
work with teachers. So, as I said, I had a
personal connection. In the first talk, we’re
actually bringing in a partnership between the
Asian Pacific Center at UCLA and the School
of Public Health. And as a Public Health
graduate, I’m very excited to see this collaboration. And without further ado,
I’m going to introduce you to Tabashir Nobari from
the Fielding School of Public Health at UCLA,
and the rest of her team. I’ll let her introduce you
and tell you more about what they’re doing. TABASHIR NOBARI: Hi. This is Tabashir Nobari,
from the UCLA Field School of Public Health, and
Andrew Grant is here, as well. And we’ll be discussing
our partnership. Andrew, would you? ANDREW GRANT: Sure. My name is Andrew Grant,
and I’m here with Elizabeth Leicester and
Tabashir Nobari to discuss an ongoing international
collaborative project between UCLA and the
Qinghai Tibetan Medical College, located in China. In 2016 the UCLA
Asia-Pacific Center began a collaboration with the
Faculty Research Group in the UCLA Fielding School
of Public Health, which has ties to the Qinghai
Tibetan Medical College. Together they have an
ongoing project in portions of Amdo Tibet, a
region of China’s west. This Tibetan region is
largely included in Qinghai Province, which
you can see on the slide; that’s the province
highlighted in red. The Asia-Pacific center
is a Title VI NRC class center for East
Asian Studies. In the current grant
cycle, one of the center’s project goals is to expand
the number of courses and incorporate East Asian
Area Studies into professional training. Next slide. The aim is two-fold: To
encourage and better prepare students
interested in the professional career to
work in an East Asian setting, and to introduce
students with a language or area studies background
to professional career paths, and make use
of the knowledge base. So, my involvement in
2016 with this project, reflects the Asia Pacific
Center’s outreach to use such knowledge in
an applied setting. The Fielding School of
Public Health and the Qinghai Tibetan Medical
College Research Team’s project involved
conducting reproductive health surveys with
Tibetan populations in Qinghai Province. The team wanted to build
on their institutional relationship and develop a
program at Qinghai Tibetan Medicine College, to train
the medical students there in best practices of
health assessment protocols, and
survey techniques. They envision an
innovative model in which UCLA students would work
alongside medical college students, facilitating
their training and learning fieldwork
skills in a peer-to-peer bilateral
training program. I was asked to meet with
some members of the School of Public Heath’s
investigative group to talk about culturally
sensitive issues and give them ideas to help them
draft the questionnaires that they were
to use that fall. I was called upon, because
I had used FLAS grants to study Amdo Tibetan between
2011 and 2014, including three semesters at the
Nationalities University, and one University
at UW Madison. The area studies knowledge
and language skills I gained, helped me obtain
communication and cultural competency skills with the
people living in Amdo, Tibet. I used this knowledge in
my dissertation research on the urbanization
of Tibet. Taba and her
co-investigators informed me that they would be
working in pastoral areas where I was already aware
of problems with high maternal mortality rates
and persistent skin diseases. During our meetings, we
discussed that rural and pastoral Tibetans have
strong ideas about the relationship between help
and indigenous knowledge, including notions of
illness related to the landscape. For instance, a friend of
mine once told me that he had a toothache that was
related to his angering of a serpent when
he was younger. Years later this offense
came back to harm him. So, such notions have a
strong influence on ideas of responsibility, shame,
and how Tibetans might identify expertise and how
they would expect that to be cured. TABASHIR NOBARI:
Next slide please. So, I helped develop the
questionnaire with UCLA faculty and with the
Tibetan faculty and graduate student, and
here’s where Andrew’s workshop on Qinghai
Tibetan culture really helped. He had given me readings,
and as he mentioned we had discussed the different
concepts, Tibetan nomads; how they live, what is
culturally appropriate and how they dress. I was then able to know
what issues and questions to bring up with our
Tibetans colleagues when developing the
questionnaire. We had planned to
get anthropometric measurements, such as
height and weight. However, Andrew had
explained that Tibetan nomads often wear
protective amulets, which they might not feel
comfortable taking off. These can be large and
heavy and they skew our weight measurements. I was able to bring this
issue up with our Tibetan colleagues. We had also been planning
on including children in our survey, and from the
workshop, it came about that children are
generally at boarding schools during the
academic year. I therefore knew to
discuss this issue with our Tibetan colleagues
to find out about the feasibility of having kids
participate in the survey. With the help of a
translator, I trained and supervised graduate
students in administering the questionnaire, and we
tested it at a Tibetan hospital. I, and Dr. Mei Wing, a
UCLA co-investigator, trained the students on
taking the measurements. I also led a two-day
workshop on data management, which included
how to enter in data, different types of
variables, how to code them, how to create a code
book, and the steps to take to clean the data. We also touched on basic
descriptive analyses. And so that the students
could gain experience and so that I could assess how
much they had learned, I had the students enter in,
and clean the data from the questionnaires from
the pretest at the hospital. This was extremely
helpful, as I was able to see where they had not
understood the lecture. Next slide, please. As you can see from the
pictures on the slide, I had an amazing
experience in Qinghai. I learned what was
culturally appropriate. And there were many
opportunities to socialize both with the faculty and
students, and these built trust and facilitated
communication. Next slide, please. From this experience, I
learned about Tibetan values and working with
language barriers when teaching. As a side note, one of
the highlights of my experience was that even
though I had someone translate for me, after I
had been there a while, the students felt
comfortable enough to joke with me, and for the most
part I understood their jokes. I gained experience in
how to teach, and how to design and implement a
training for graduate students. There were some
challenges to this study. The hierarchy between
students and faculty is important. And in helping us
develop the survey and questionnaire, students
and junior faculty had to first confer each time
with a senior professor. Additionally, I and the
three UCLA professors have planned ongoing into the
field to oversee the survey. However, a few days before
we were to leave to conduct the survey,
our Tibetan colleagues received warnings that
restrictions had been put in place to bar
foreigners, us, from visiting the Tibetans. The students we trained
therefore had to conduct the survey on their own,
after we left, which provided a test of their
training sooner than we expected. Following on what we
learned from the pilot project, the UCLA
Asia-Pacific Center and the UCLA Fielding School
of Public Health, will work to build a
sustainable bilateral training program,
that will include a postdoctoral position, who
would be in residence at QTMC during the academic
year, a summer field studies program for
undergraduates to be supervised by the postdoc,
and three a pre-departure course or workshop that
prepares the students in cultural and social
scientific background of Western China and
minority Tibetan peoples. Next slide, please. We had listed our contact
information, if anyone has any questions. Thank you. KATHLEEN CONNORS
DE LAGUNA: Great. Well, thank you so much,
Taba, and Andrew, and to Elizabeth Leicester from
the Asian Pacific Center at UCLA. We’re going to have you
come back in a little bit, and answer some questions,
and we’re particularly excited that a former FLAS
fellow funded through our NRC-FLAS programs was
able to co-present today. So, thank you again. Now I’d like to introduce
our second speaker today. Dr. Hilary Kahn who is
the Assistant Dean of International Education
and Global Initiatives from the School of Global
and International Studies at Indiana University. Hilary, would you like
to start with your presentation? HILARY KAHN: Sure. Thank you, Kathleen. Hi, everybody. My name’s Hilary Kahn,
as Kathleen said, I’m Assistant Dean at the
School of Global and International Studies at
Indiana University, and I’m also the Director of
our Center for the Study of Global Change. It’s a great pleasure
to be with you today. And unlike Kathleen, I
need to take my glasses off, actually, although
I think you’re now just looking at the slide. So, I want to talk today
about a collaboration that are for NRCs in the
School of Global and International Studies,
have been engaged in, in this past cycle with our
IU School of Education, specifically with our
Center for P16 Research and Collaboration
in the School of Ed. The four NRCs that
are involved in this initiative are our Center
for the Study of the Middle East, our Inner
Asian National Resource Center, our Russian and
East European Institute and as well, our East
Asian Studies Center. So, the overall goal of
this initiative, was to internationalize the
educational landscape across the state
of Indiana. And we achieved this
by creating a postdoc position in the School of
Education, which served as a co-supported a
director of global education initiatives
whose main goal was to internationalize the
School of Education, as well as the broader
landscape of education within the state
of Indiana. The basic approach of this
was that we knew we could not change the landscape
of education in Indiana by focusing on only one
initiative, or through only one entry point,
but rather we needed to integrate a multi-pronged
and more holistic approach to the
internationalization of the state’s educational
foundation. So, we ended up
working with multiple stake-holders, which
included and still includes in-service
teachers, preservice teachers, high school
students, IU School of Education faculty and
students, and as well, principals and
superintendents from across the state
of Indiana. And of course, I, as well,
need to mention our strong relationship with our
Indiana Department of Education, which has been
a really important partner for us. Next slide, please. There are four main
objectives that involve multiple projects,
initiatives and programs, and I’ll go through each
objective really quickly. And then maybe mention a
few components of them, but then focus on a
particular example afterwards. So the first objective
would be to sort of use that collective
collaboration between SGIS and the School of
Education to expand world languages education
programs and this, again, involved so many different
initiatives including setting up lending
libraries for faculty and students, which actually
are now available online, presenting at new graduate
student and associate instructor orientations
within the School of Education, creating global
competency workshops for pre-service teachers, and
also actually adding new LCTL languages to our
secondary transition to teach program certificate,
which is an 18-hour credit certificate that is
offered to the School of Education. Objective number two, is
how helping our School of Education faculty
internationalize their curriculum and courses,
and as well, promoting world language
certification. Again, this involves a
number of workshops for faculty within the
School of Education. It involves development
of a bilingual education certificate. It involves the fact that
now this postdoc has been working specifically with
the School of Education, and with their
international visiting scholars to be more
involved in global education initiatives
in the school. Objective three is working
directly with K through 12 teachers in professional
development contexts. Again, internationalizing
the curriculum of K through 12. Education in the state, as
well as promoting foreign language learning. We’ve done a number of
teacher training workshops in this area. I’ll talk a little bit
more about those in a moment. However, while we know
that working with teachers is imperative, one thing
that we’ve also taken very seriously in this
initiative, is that teachers can only do so
much if they are not supported at their
institutions and within their systems, so we’ve
actually also worked diligently to engage other
administrators and leaders in K through 12
education in the state. Again, for example,
we’ve been working with superintendents, and as
well, we have currently working, we have a
Principals’ Academy which I’ll speak to in a moment. Objective four is
generally expanding initiatives
across the state. Again, a number of
different initiatives. We have a survey that we
have been distributing to 1300 teachers across the
state, called Teaching for Global Readiness Scale. We have done a lot of
collaboration with others, including Perdue
University to provide internationalization
resources or principals across Central Indiana. We have worked extensively
with our dual-language immersion schools, hosting
a summit, for example, earlier this year for
schools interested in moving in that direction. Our postdoc position has
presented at numerous conferences across Indiana
and nationally to get the word out of a potential
of this model and of this collaboration. And then we’ve also just
used this opportunity to actually promote a number
of resources and really amazing projects that the
NRCs have been working on, for example, our NRCs and
our CIBER has here at Indiana University,
has been working on an initiative to
internationalize the existing academic
standards of Indiana, which this postdoc
position has been able to really disseminate
and get out further. Next slide, please. There’s a few examples
that I want to mention, our Balfour Summer Program
is a pre-college academy where our post-doctoral
fellow has supported the globalization of this
program which hosts 150 rising high school
seniors from low income neighborhoods across the
United States each summer, to prepare these young
students for success at college. And based on this
collaboration, the academy now regularly includes
daily arts-based lessons on issues of global
concern and area studies. They engage with topics
such as human trafficking, environmental concerns,
women’s rights, and get all anchored in different
regions of the world. We’ve been doing this
now for two years. The postdoc has been
helping us facilitate this and we’re going to
continue working with the Balfour Program. Faculty
internationalization workshops are another
major component. The Director of Global
Initiatives has implemented workshops
on infusing global perspectives into our
School of Education’s courses, particularly
our methods courses. This past year, she’s
worked intensively with eight faculty members
who have completed this year-long series. And again, the methods
course is required for all students in the School
of Education, so the potential impact is
fairly significant. In addition to working
with faculty in the School of Education, we’ve also
done quite a bit with in-service teacher
workshops. The most recent workshop
last year was about urban growth. We pick a theme and we
focus on that and handle that through different
areas of the world. There are three workshops. Over 68 teachers
that participated. And the previous year’s workshop was about global migration. In addition to actually
these workshops, that focused on particular
thematic global issues, the postdoctoral position
has worked with 70 in-service elementary
school teachers, to help them internationalize
their curriculum. And this occurred, I
think, in the year before last. I wanted to mention this
Principal’s Academy, because again, we really
want to make sure that our teachers have the support
they need in their respective schools. It’s pretty obvious that
the support of principals and superintendents is
required to have systemic change across the school
and the school district. So, we’re currently also involved in a Principal’s Academy. And this is coming
with Title VI support. It is also coming from
some funds from the Long View Foundation. 25 principals are
currently involved actually in this
year-long project. Principals are
internationalizing their schools, by initiating
or expanding sort of globally-oriented projects
within their schools. The workshops involve
face-to-face and virtual meetings, and, again, will
culminate in a large event where they will share
their planning and implementation projects. Dual immersion work is
another area of this initiative. And again, we hold various
workshops supporting schools. Dual language is something
that the state of Indiana is supporting, and having
that postdoc in position has also allowed Indiana
University and the NRCs to really support the work of
these different schools who are now turning to
dual-language immersion pedagogy. Global literacy programs,
whereas we’ve been working with teachers, elementary
school teachers, using picture books to
internationalize curriculum. Our global competence
workshops, these are for pre-service teachers, so
students within the School of Education in the past
year, I think we had 32 students who completed
that series, which consisted of six
workshops, again, all aimed at cultivating sort
of critical cultural competency among students
within the School of Education. That actual global
competency workshop is now being integrated into
syllabi processed by the School of Education. There’s others — a couple
years ago, there was another workshop for
pre-service teachers, in a similar way, on
cultivating global competencies, that has 80
pre-service teachers in attendance. Just to conclude, I want
to mention that this position in many ways, has
let us really expand our work and advance our
international education work across the state. And it’s also led to other
things that we didn’t necessarily anticipate. We’ve been able to
leverage this position, to write a number of other
grants, many of which we received, including the
Long View Foundation grant that I mentioned; Indiana
University recently received a language
roadmap initiative. And we have written a
number of other grants that really have, I
think, rest on this collaboration. There’s also been a number
of research initiatives that have stemmed from
this project and this collaboration, which I
won’t go into, but have quite a bit of promise
to furthering the field. And lastly, I would be
remiss to fail to mention how we utilized the
Center for Evaluation and Education Policy to assess
the work within this initiative. And we have an outreach
survey that goes out to the faculty, teachers and
principals that assess motivation, the
application of workshop information, the level
of integration of global perspectives, and other
sort of metrics to really determine true impact, and
to also allow us to make any changes as needed
to our programming. So, slide five, is my
next slide, is my contact information. Oh. Well, that was what
I just talked about. So sorry. We can go on, thank you. Slide five is my
contact information. And I look forward to
receiving any questions you may have
during the Q&A. Thanks. KATHLEEN CONNORS
DE LAGUNA: Great. Thank you so much, Hilary. I did mention that I had
a personal connection to each of these speakers,
and I remiss in starting off with that. So, in speaking to Hilary
and setting up the conference, I realized
that I know two students that are in the School
of Education at the University of Indiana
and have both done study abroad opportunities, so
I gave full credit to the person I think that helped
get those opportunities going, and the direct
impact on students of your work. So, I wanted to add that. And thank you. And we’ll have
more questions. I please encourage
everyone to put your questions into the chat
box, and we’ll be getting to that in just a minute. But first, we have another
wonderful speaker who traveled all the way from
Georgetown, across town today and made it. Susan Douglass is here
with us, in person; she’s the Education Outreach
Coordinator for the Center of Contemporary Arab
Studies at Georgetown University. And she also has a really
interesting presentation about the work done here
locally on behalf of Georgetown University. Susan. SUSAN DOUGLASS: Thank
you very much, Kathleen. You can go ahead and
move to the next slide. The Center for
Contemporary Arab studies, K – 14 Education Outreach
Program, is actually over 30 years old. It serves the District of
Columbia, Maryland and Virginia region, and we
actually have quite a number of teachers who
travel here from the wider region as far as Delaware,
Richmond and so on, and so forth. The Center for
Contemporary Arab Studies itself is part of the
School of Foreign Service in Georgetown University. And it is also just
over 40 years old. We have a very robust
program that has served teachers for a long
period of time. We hold annually between 8
and 10 seminars at Summer Institute, for a week
or more, and we also do curriculum consulting and
send our graduate students out to do classroom
presentations at times. Sometimes we do them
also ourselves out of my office. We have a resource lending
library with hundreds of books. And teaching resources,
and we also conduct resource development
in terms of creating background units and
teaching units on important topics,
sometimes related to exhibits that
have been here. And we maintain a robust
website that allows teachers to access all of
the materials and handouts that we have provided in
our different programs. One of the hallmarks of
being in Washington, D.C., is that we’re blessed
with so many cultural institutions. So, we do as much
as we can, engage in partnerships with schools
directly, with museums, other cultural
institutions, and colleges and universities,
including those, again, in the wider D.C., Maryland,
Virginia, tri-state area. We also have in the past,
in an ongoing basis, conducted curriculum
development and support for academic standards
review for public and private schools. And we have also conducted
consultations nationally on aligning curriculum
with academic standards and improving those as
revisions take place over time. Our clientele are public
and private school teachers at the
elementary, secondary and community college level. We have teachers who come
as regular classroom teachers, teachers
where we say regular — including required courses
of that nature for regular kids. We also have quite a
number of special ed teachers who come. And many teachers who seek
professional development with our faculty in
advanced placement, and international
baccalaureate programs. And, of course, there
are many others. The subjects that they
teach include social studies, various
interdisciplinary course sets, including
cross-curricular science and social studies
programs, or science and humanities; a lot of them
teach world history and geography, both at the
required level in middle and high school, and
also in AP and IB. Lots of them teach
interdisciplinary programs in humanities, again,
in private and public schools, global studies,
English as a foreign language. And we have had quite a
few in the past who teach literature or do programs
as school librarians. In 2016 and 2017, our
attendance was about 750 teachers, total. So, again, it’s quite
a robust program. And we also in our
surveys, get information on how many colleagues
they’ll share with and how many students they teach. So, the impact numbers are
really in the hundreds and as far as their students
go, in the thousands, and, of course, we have
teachers who are heads of department and who work
nationally in various programs and professional
organizations. The next slide, please. I’m going to highlight
today two particular programs that we have
done in the past year. Our Summer Institute that
we conduct as a National Resource Center, in 2016,
was experiencing and teaching about
world religions. The CCS Education Outreach
Program as a National Resource Center, offered
help with a topic that is required, but highly
challenging, in terms of its content for educators,
and extends as many of our programs do far beyond the
borders of what might be called the Arab world
or the Middle East. And when we do focus on
topics in the Middle East, North Africa region, we
firmly embed those within world history, within
global education paradigms. So, many of our topics
reach across, we’ve done programs on the Silk Road,
we’ve done programs on the Indian Ocean, and the
Atlantic, and so trying to pull in those things
which make sense. So, from August 1st to
9th in 2016, 37 teachers attended our Title VI
Summer Teacher Institute for Public and Private
Secondary Teachers. It provided attendees
information on teaching about the world religions
that are part of nearly every middle and high
school curriculum, and world history
and geography. Now, this is a situation
where you can imagine a teacher who is pulled in
to teach world history, or geography, whether they’ve
been doing it for a very short time or whether they
have been doing it for years, they’re called upon
to teach about all the world religions, both
historically and those major sometimes, they’re
called the fab five; which I’ll elaborate
on in a moment. But we tried to go
even beyond that. But this is a really tall
order for teachers to be able to do, apart from
the fact that it is also sometimes somewhat
controversial and, again, our last speaker talked
about the importance of administrative support. And I will address
that also in a moment. That’s how we kicked off
the conference — the Summer Institute. So, the attendees, again,
teach world history, world cultures in geography, as
well as electives in world religions and humanities,
which are quite popular. World religion electives
in high schools are often a big draw; students are
very interested in these things, and there are some
very dedicated teachers who have developed these
courses, again both in private and
public schools. Some of the teachers who
attended of the 37 or so, all week long,
were veterans. Others were seeking help
in developing courses for the first time. So, they had the
opportunity to not only hear from our experts,
but also to network with veteran teachers. The participants received
books and electronic resources on teaching
about world religions of very high quality. And they heard from
Georgetown faculty that are part of the
departments of history, theology, philosophy and
area studies, who have contributed their
knowledge and teaching approaches as well, on
the five major global traditions and others. We explored the three
Abrahamic traditions, Judaism, Christianity and
Islam, as well as two what might be called Asian
traditions of Hinduism and Buddhism. We tried to also approach
these from different perspectives that go
beyond the sort of thumbnail sketch that you
might find in a textbook. So, we covered the basics
of teaching about their beliefs and practices,
but also their internal diversity. And here we’re making
use of the new American Academy of Religion, K-12
framework for teaching about world religions is
extremely helpful, and is now part of an appendix
for the National Council for Social Studies
C3 framework. Those of you who
may know about that. We also looked very
carefully into the value systems of those
religions, so that we can see not just what they
do and sort of exotic beliefs, but also what are
the value systems behind that, that informed
policy, that informed various aspects
of the culture. We looked for an entire
day into the mystical traditions behind these. This is a very high value
topic, and one much in demand. And on the final day of
lectures, we looked into how each of these world
religions handles the modern challenges
of the day. Those were
fascinating topics. Some of our speakers were
individual ones, some of them were on panels. The speakers included
faculty specializing in religious studies in
history, art history, anthropology, psychology
and other fields, and also a number of them were
members of the clergy, chaplains on the
Georgetown campus, or clergy from the local
area, speaking on these traditions that
they represent. We kicked off the first
day of the institute in a very important way for
this particular topic, which is at the museum,
which holds the Knight Conference Center, and
this day was co-sponsored by the Religious Freedom
Center there, which has been responsible in
the past decades for disseminating
Constitutional guidelines for teaching about
world religions. For teaching about
religion in the curriculum of social studies,
whether U.S. or world. So here, this was a very
important way to kick it off, to show teachers and
to have teachers talk about best practices
in dealing with this controversial and very
sensitive topic within the Constitutional guidelines,
and knowing that also for those teachers that there
are institutions that have their back in the sense
of if things become controversial, they can
share with their teachers and with their parents
and back-to-school night, certain documents of how
is it that we’re doing this? How are we covering
world religions? Of course, without
proselytizing and so on, in the academic
study of religion. So, part of that panel was
also what works in the classroom. This was a panel of
veteran teachers who shared best practices in
their various teaching environments. This Teacher Summer
Institute extended beyond the five days that we
usually do, because on the following Monday and
Tuesday, we attended eight different site visits,
and in really just institutions around the
Washington area, which we have many,
many, of course. So, they went to
eight different ones. I don’t have time to go
into what all those were, but you can also visit
our website and which the information will be
on the last slide. The second workshop that I
want to emphasize, is also part of a wider
collaboration that our center is doing across the
School of Foreign Service. And this is a global
studies collaboration with a local high school,
Theodore Roosevelt High School, which has as a
centerpiece, a global studies curriculum within
the very ambitious project of the District of
Columbia Public Schools, to globalize their
education, along the lines of what we heard
from Indiana. Georgetown School of
Foreign Service has launched a multi-pronged
collaboration with Theodore Roosevelt High
School in the D.C. public school system. It involves a mentorship
program with Georgetown students, participation
in the model UN. And also help, and that’s
what our office is coordinating here, help
with the global studies curriculum that is the
center piece of the school. And it’s not intended to
focus on social studies and humanities, but also
to include the science curriculum to include the
arts curriculum, and also to offer students many
opportunities to even go overseas and to bring in
guests in all sorts of fields. So, what we did in order
to jump start this project when the school opened,
was to pair global and regional studies teachers
at Theodore Roosevelt High School, who were embarking
on these new courses and a new curriculum
in a new school. We paired them with
faculty in Asian, Middle Eastern, African and
Latin American Studies. Our resident in the School
of Foreign Service to work actively on curriculum and
support them throughout the year. They began the summer
before the school opened with curriculum
development consultations that outline several of
these courses and sort of set out a
template for them. And then set up the
relationships where the School of Foreign Service
faculty could work with the teachers to
implement their plans. Then in the fall in
October of 2016, we held a Workshop that included
speakers from each of our area Studies Centers;
or five of them, rather, to explore the challenges
for teaching area studies altogether and to help
those teachers with their regional study syllabi. We looked also, it was
very interesting to look at the comparative
possibilities across regions. How do these various
themes on gender and on, you know, economics and
various other things, how did they come across the
various world regions? So, the SFS faculty that
spoke at this area studies conference, did include
also those who were already collaborating with
Theodore Roosevelt High School teachers. We did open the workshop
as well to experienced and interested teachers in the
wider region, so that they could network and share
experiences in their coursework, with those
who were brand new to the area. This year we’ve committed
to making the gathering annual and focusing on
desirable themes across regions. So, all that remains then
on the next slide is to share my contact
information. And that includes, also,
our website, where you can see the record of
what we have done. And I encourage you to
answer any — to ask any or sorts of questions
contacting me directly. And I look forward to your
questions at the end of this session, thank
you very much. KATHLEEN CONNORS
DE LAGUNA: Great. And thank you, Susan. I encourage all of you,
please, share your questions and answers. But Susan, you’re not
escaping, I have my personal connection with
you as well, because my daughter, at her school,
the Department Chair of World Religions, actually
attended the Summer Institute. So not only did she end up
studying world religions, the IB course, but they
had a parent program as well, so I got to
study those courses. So very grateful for the
work of Georgetown and all you did to pull
that together. As I mentioned, we’d
like to open up for some question and answers. I have a few in the chat. And a few of my own. So, the first one is going
to go out to you, Hilary. It’s from (name)
at Wisconsin. And she’s asking if
Indiana used their Title VI funds to support the
postdoc position in international education. HILARY KAHN: Hi, thanks. Yes. Each of our four NRCs
contributed substantially to the position, about
two-fifths to almost half of the position was
covered through Title VI funds. KATHLEEN CONNORS DE
LAGUNA: And were the matching funds through the
university as well for that position? HILARY KAHN: Yes. Institutional support
through our College of Arts and Sciences, School
of Education and the School of Global and
International Studies. KATHLEEN CONNORS
DE LAGUNA: Great. Thank you. We have another question
that’s open to everyone. It was: How many, how much do
NRC resources were used to support these activities
that local colleagues and students were
able to access? So that’s kind of
a wide open one. I don’t know if
anyone wants to. SUSAN DOUGLASS: I’m happy
to take that to start with. I’m sure my colleagues
can add to it. I’ve heard teachers
express so much gratitude for the funds provided by
this program, Title VI. It is many times the best
and the most content support that they
actually receive. Partnerships with faculty,
we bring in from all over the country, and in
addition to our own faculty in the course of
the year, Title VI funds pay for their travel,
for their presence or honoraria, and also, we
often provide them with books and other materials
when these are not also donated as, in fact, this
happened in the World Religions Institute. We did get many
donations of materials. So, the only thing that we
need to really supply in terms of our support
budget, is to feed them while they’re there for
whole days and whole weeks at a time. And, of course also in the
case of the site visits, some sharing of costs with
transportation and so on, and so forth. So, again, I just wanted
to convey to you how much the teachers have
expressed their own gratitude for this. KATHLEEN CONNORS
DE LAGUNA: Great. Thank you, Susan. Would anybody else like
to take a stab at that question? ELIZABETH
LEICESTER: Am I on? Hi. So, I’m Elizabeth
Leicester, I’ve been off-screen this
whole time. I’m the Executive Director
at the Asian Pacific Center at UCLA. And so, this project
actually came out of (inaudible) at the
beginning was to expand the offering, curricula
offering, area studies, into the professional
schools and, you know, conversely, encourage
students who were studying in East Asia to
(inaudible) possible professional (inaudible). And so, we had a rather
modest line item in the budget that was intended
to leverage the resources that are already
on campus. So, our School of Public
Health has a strong global presence, but one of the
things I think we should have mentioned earlier,
was that the professional schools at UCLA don’t have
undergraduate (inaudible). So, the research that’s
being done and some of the international
collaborations are being done, don’t translate
back into the curriculum (inaudible). So, the funding that we
put towards this runs about $10,000. That supported a month
(off-mic) travel costs for this partner program. But (inaudible) at that
level of funding, is really intended to go
towards curriculum development support, so
that the department’s faculty, you know,
programs on campus can kind of use that. We can leverage that to
build a more sustainable (inaudible). (Breaking up). KATHLEEN CONNORS DE
LAGUNA: Thank you. Thank you, Elizabeth, and
since I have you, why don’t I just follow up? I was just curious to hear
and I’m not sure you know, actually I was going to
ask you another question, but we did have a
little problem hearing. I don’t know if we — why
don’t we try this one, yes, that’s a good as
well, getting closer to the speaker. I was just curious how you
put together Andrew and Toba. How that was initiated? ELIZABETH LEICESTER: Okay. How did we put
together the project? So, we had — well, this
is the beauty of being an interdisciplinary
center on campus. So, we had been working
with the team and public health in some of our
other capacities. So, we had another project
that we did with this particular program, was to
develop a course in Global Health in Asia, for a sort
of freshman seminar that this faculty had
participated in. And then I had brought
them in to talk about their public health
research in one of our community college
partnerships. And so, they had gone to
our community college. We have a speaker series
for students and faculty at one of our local
colleges with some of our other NRC partners
here at UCLA. And as I was talking to
them, these two faculty who had given the
presentation, at our local Community College, they
were telling me about their project in Shanghai. And, you know, I
was supportive. They had this research
project, but they wanted to kind of develop
this bilateral student peer-to-peer training that
was really (inaudible). And so, I said: Well,
let’s work together. We can probably support
something to get that getting off-ground. And we started to
talk through it more. We emphasized that one of
our goals really was to sort of have this area
studies component to international global
health experience. This project was actually
across three countries. The PI’s had worked in
Africa and Nepal, and now were working in China. So, while some of them had
personal connections, no one’s really coming from
a background that Andrew had. And so, as we discussed
how this had become an educational teaching
program, I knew Andrew, because he had had three
classes or more from us, and I said, well, we
have some faculty in anthropology but we also
have this grad student who’s work in your area
and speaks the language of that particular region. And so, we sort of put
them together, and so one component of the pilot
really was commissioning Andrew to design a
workshop and a syllabus that would address the
culture of health services in the area that would be
relevant to their program. KATHLEEN CONNORS DE
LAGUNA: Well, and closes the story of the student
becoming the teacher, and so that was really how we
tied all together this session. I think we’re coming to
an end to our time, but I hope you all enjoyed the
session as much as we did, and pulling it together. And you do have all
the materials from our speakers available to you,
if you can click on your screen and pull them
down, and copy them, and continue the conversation. So, thank you
for joining us. And thank all of you.

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