Empowering Global Citizens: Integrating Co-Curricular Activities in Community College Curricula

1. Educating & Mentoring Global Citizens: The Role of Co-Curricular ActivitiesIntegrating Global Issues into Community College Curricula2017 Epic SymposiumStanford University Céline Pinet, PhD Dean of Academic Affairs, Curriculum and Instructional Support Dulce María Gray, PhD Professor of English, Gender & Women Studies Director of Study Abroad

2. AIM: Consider integrating global issues from the Following perspectives • Benefit to students • Faculty member’s leadership • History of one college’s effort • Broad Global Studies • College Administrator • Audience take-aways

3. Definition of Co-Curricular Activities • Complementary-supplementary outside of formal class learning opportunities • Best if experiential, interactive, student-centered • Now a necessary and powerful tool

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

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

6. How-to Create C-C Activities When there is no (or little) $ 1. Highlight the expertise of • colleagues, staff, admins • students, community members • 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

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

8. What do WeMean by Global Issues • Peacekeeping • Global food supply • Changes in communication • Global warming • Fighting poverty • Accessible education for all • Infectious diseases • Digital divide • Disaster prevention • Violence against women • Water conservation • Immigration, dreamers • AND SO ON

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

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

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

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

13. 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,

14. This & Then What?

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

17. 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.