Rethinking International Education: Champlain College’s Global Modules Project

1. Rethinking International Education: Champlain College’s Global Modules Project Dr. Gary Scudder, Jr. and Dr. Jennifer Vincent Champlain College scudder@champlain.edu http://www.globalmodules.net

2. Champlain College • Founded 1878 • 1700 students • NEASC Accreditation • Professional Focus • Multimedia Graphics • E-gaming • Digital Forensics • New Interdisciplinary Core • Online Education • International • India • United Arab Emirates • Canada

3. Champlain College • Core Competencies • Critical Thinking • Writing • Communication • Information Literacy • Ethical Decision Making • Quantitative Literacy • Global Appreciation

4. AAC&U Essential Outcomes • Personal and Social Responsibility • Civic knowledge and engagement • Intercultural knowledge and competence • Ethical reasoning and action • Foundations and skills for lifelong learning • Anchored through active involvement with diverse communities and real-world challenges

5. U.S. Study Abroad Locations

6. Global Modules • How to provide an international perspective for students who - • Can’t leave the country • Not ready to leave the country • What if you could create: • Course-embedded assignment • Real time • Specific assignments • Designed to make connections • Challenge assumptions

7. Global Module Structure • Four Week Class Link • Week 1 – Introductions • Week 2 – Reading & Discussion • Week 3 – Group Work • Week 4 – Summary and Critique • Parallel Tracks • Normal in-class work • International online discussion

8. Global Module • Woman as “the Other” • Zaid Bouziane • Al Akhawayn University, Morocco • Robert Mayer • Champlain College, USA

9. Woman as “the Other” • Week #1 • Introductions • Week #2 • Shared reading assignment & discussion • de Beauvoir, The Second Sex, introduction • http://www.marxists.org/reference/subject/ethics/de-beauvoir/2nd-sex/introduction.htm

10. Woman as “the Other” • Week #3 • Group work – virtual mixed teams • Foundations • Similarities (2 examples) • Differences (2) • Better or worse? (3) • Problem-solving • Specific plan for improvement (4) • Week #4 • Projects posted & group critiques

11. Topic Selection • Selection of topic is key • Meaningful • “Controversial” • Topic should be a natural fit • Adapt existing assignment • Discussion that would benefit from • International audience • Interdisciplinary perspective

12. Klagenfurt U. – Austria Interviewing peace activists Princess Sumaya U. – Jordan Terrorism Nipissing U. – Canada Woman as “Other” Al Akhawayn U. – Morocco “Reel” Bad Arabs U. of Alcala – Spain Immigration Moi U. – Kenya Ecological footprint THINC College – India Globalization Human rights Perceptions of the individual U. of Melbourne – Australia War in Lebanon Zayed U. – U.A.E. Freakonomics of Naming U. of Skovde – Sweden Medical ethics U. of Jordan – Jordan Women in Arabic world Global Modules

13. Choosing Partners • International network • Champlain as facilitator • Variety of voices • Foundation in Middle East & Africa • Factors in choosing countries • Geopolitical role • Societies in transition • English proficiency

14. Choosing Partners • Factors in choosing universities • Innovative • International programs • Technological base • Other considerations • Small vs. large universities • “Rula” rule

15. Implementing the Vision • First Year • Concepts of the Self • Concepts of Community • Second Year • Scientific Revolutions • Aesthetics • Spirituality & Belief • Capitalism & Democracy • Third Year • Study Abroad • Cultural Immersion • Global Foundations • Fourth Year • Capstone • Reflection

16. Getting Started – Spring 2008 • Concepts of Community (COR 120) • 25 sections • Series of topics • Gender Roles • Defining the “Other” • Inequality • Defining Adulthood • Family

17. New Website • http://www.globalmodules.net

18. Global Modules Website • Three main areas • Global Modules (linked courses) • General Discussion • Student Blogs • Technological balancing act • Enough tools • Not too much bandwidth

19. Global Modules Goals • Enrich educational experience • Internationalize the curriculum • Greater diversity in class (virtual) • Interdisciplinary • Inspire Study Abroad • International Dialogue

20. Assessment • I am now aware of a greater number of perspectives on the topic we covered than I was before participating in this Global Module. • Strongly Agree • 60.5% • Agree • 39.5%

21. Assessment • I will probably try to find out more about the cultures that I encountered during the Global Module. • Strongly Agree • 35.1% • Agree • 54.1% • Disagree • 10.8%

22. Assessment • I believe that I will now feel more comfortable communicating face to face with people from other cultures because of my participation in this Global Module. • Strongly Agree • 34.2% • Agree • 57.9% • Disagree • 7.9%

23. Assessment • I now feel more comfortable when others don’t agree with my opinions or perspectives. • Strongly Agree • 24.3% • Agree • 59.5% • Disagree • 8.1% • Strongly Disagree • 8.1%

24. Thank You • Dr. Gary Scudder, Jr. • scudder@champlain.edu • Dr. Jennifer Vincent • jvincent@champlain.edu • http://www.globalmodules.net • http://globalmodules.blogspot.com

25. Student Answers • Re: Week 2 Questions AUTHOR: NADIA | POSTED: Mon 10/30/06 11:40am. • [Question #2] In a way, I would say that there is not only mankind but also a “womankind”. As a matter of fact, it is rare to hear a man defining himself by his sex, maybe because he considers himself in the norm. As William said in his answer to question 3, men have always been dominant in history while women were relegated to the background, that is why men may not need to affirm themselves. On the other hand, in order to affirm the fact that they are individuals, women always need to recall their individuality in front of men.

26. Student Answers • Examples from Morocco AUTHOR: INASSCOM | POSTED: Thu 10/26/06 6:02pm • Simone de Beauvoir is totally right in her definition of women as " others" in many societies. In my country Morocco, for instance, women are seen in different way from men. Women do not have the right to laugh or speak loudly . They should come back home at an early time and respect certain rules. In other words, they have to talk , behave, interact in a special way completely different from the male.

27. Student Answers • Re: Examples from Morocco AUTHOR: NADIA | POSTED: Tue 10/31/06 9:10am • However, even if this example of Moroccan women is quite true, it exists some exceptions. In big cities like Casablanca for example, it is striking to see how women seem free and open, particularly in their way of dressing. They look like western women. However, men‘s behavior towards women in Morocco always remind us that we are more considered as an object or a property than as a full human being. (But it’s just a very general observation, of course there are a lot of different cases and not all Moroccan men treat women as objects !).

28. Student Answers • Re: Examples from Morocco AUTHOR: SIBYO | POSTED: Wed 11/1/06 3:56pm • I don't think that the "specific" situation of women which makes them "the Other" does concern only Arab, Islamic or underdeveloped societies. I always wonder why through the History of leader countries in domains of human rights and gender equality, such as USA and France, there was no woman in the position of the President. I am interested in discussing that point. All the best.Yosr.

29. Thank You • Dr. Gary Scudder, Jr. • scudder@champlain.edu • Dr. Jennifer Vincent • jvincent@champlain.edu • http://www.globalmodules.net • http://globalmodules.blogspot.com