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  • Content tagged with : globalsl

    Creating Global Citizens in the Classroom: Nobis Global Action Model

    Christen Higgins Clougherty, Ph.D., Founder and Executive Director of the Nobis Project Education has the power to rekindle the connection between citizenry, ethics and empathy. Since our founding in 2008 we have been listening to the struggles teachers are facing in finding ways to make these connections and bring the world into their classrooms. Nobis Project is excited to announce the launch of our free ebook and accompanying workbook with lesson plans. Ebook – http://bit.ly/Nobis2018eBook Workbook – http://bit.ly/Nobis2018LessonPlans Our ebook outlines the benefits and step-by-step strategies for implementing globally focused projects in your classroom. This model can also be used…

    What is globasl? Seeking Global Citizenship and an Invitation to Contribute

    By Eric Hartman At globalsl, we aim to offer weekly blogs on global citizenship work – snapshots of happenings, readings, and resources that are relevant for others supporting the work of community-campus collaboration to honor and advance human dignity, locally and internationally. Here’s some background on how globalsl and I got here. The gathering of resources and community at globalsl began through a couple key moments, including the interest and leadership of institutions that advanced the 2nd International (now Global) Service-Learning Summit. But a great deal of globalsl origins also tracks back to my personal experimentation with online reflection and…

    Global citizenship, ignorance, and the power of travel

    Sarah Stanlick, Lehigh University In late-December/early January, I had the honor and pleasure of accompanying our Global Citizenship Program students on their winter trip to Peru.  Each year, 23 students who have been selected through a highly-competitive application process travel together to what could be considered a “non-traditional” study abroad location.  The trip to Peru, the scope of our Global Citizenship Program, and recent “Presidential comments,” lead me to the topic of this post – what counts as “traditional” and why must we encourage and enable more young people to have “non-traditional” experiences? For many, when the topic of study…

    Clear as day, hard to see: The way power blinds us to bad outcomes in international volunteering

    Eric Hartman, Haverford College & globalsl  For more than twenty years, I’ve been working to promote GOOD community-engagement and partnership work, variously called service, service-learning, volunteering, and community-based learning. Since 2014, I’ve been part of two global networks, The GASP Working Group and the Better Volunteering, Better Care initiative, that specifically discourage two common types of volunteering: un-credentialed medical brigades and volunteering in orphanages. I’m going to briefly breakdown why these global networks of medical doctors, human rights lawyers, Save the Children and UNICEF fight these two types of volunteering. Then I’m going to share why it’s so hard for…

    Exercise and Civic Engagement: 2 Podcasts that Deepen Thinking on Our Commitments to One Another

    Eric Hartman, Haverford College & globalsl  Like many folks in professional roles, I often sit at a desk – yet I want to stay in shape. In November I upped my jogging and walking efforts in a monthly Fitbit competition that I have so far lost throughout the year. Several of the outcomes were wonderful: it forced me to identify meetings and calls that can be taken while walking (not all, but many); it got me outside more often with family members; and even though I moved in silence for several of those early morning hours, it led me through extended…

    The Public Purposes of Higher Education: Three False Dichotomies

    Eric Hartman While recently moderating a panel on Human Rights Pedagogy and Practice, I was struck by the panelists’ collective, effective erasure of a number of dichotomies in the discourse around community-campus partnerships. First, it’s not community OR campus; we need better language than community-campus partnerships. Campuses are not so exceptional that they might be exempted from geographic space or history. They are places that include diverse and interlocking memberships, power structures, privileges, and exclusions. To frame work through the language of campus-community creates three problems. Campus-community language overstates the separation between the two. Students, staff, and faculty members live,…

    A 14 year journey: (Just a few of) my “take aways” building, sustaining, and transitioning a small NGO

    By Nora Pillard Reynolds, Co-founder and outgoing Executive Director of Water for Waslala; Incoming Editor of globalsl When I was 21, I spent the two weeks after college graduation on a trip with friends in Waslala, Nicaragua. The trip led me to co-found Water for Waslala, which was acquired by WaterAid & El Porvenir on April 1, 2016.  In many ways, this story represents our collective aspirations for GSL – an experience that shaped a young person’s personal and professional paths, prolonged engagement with many individuals and organizations in Waslala over 14 years and counting, an opportunity for hundreds of…

    Sustained Rights Inquiry (Part 2 of 2): Teaching, Preaching, and Socialization

    By Eric Hartman, Executive Director of the Center for Peace at Global Citizenship at Haverford College Reposted with permission. Originally written for Gristwood A., & Woolf, M., (Eds.). (2017). Civil Rights and Inequalities. The CAPA Global Education Network Series. https://www.capa.org/publications *The author would like to thank Professors Kaye Edwards, Thomas Donahue, Carol Schilling, and Anne Preston, as well as CPGC staff members Janice Lion and Stephanie Zukerman, for their feedback on earlier versions of this article. Photo Credit: Thomas Donahue Teaching, Preaching, and Socialization   The prompt for this collection includes the question, “How do we avoid (and should we avoid) the…

    Student learning in short-term education abroad: Introducing new measures of global engagement

    Anthony Ogden (Michigan State University); Lisa Chieffo (University of Delaware); Eric Hartman (Haverford College) The popularity of short-term education abroad has sparked scholarly interest in understanding and documenting the various outcomes associated with program duration. At the Forum of International Education’s 13th Annual Conference from March 29-31, 2017, the authors presented a session featuring recent studies and debuting the Global Engagement Measurement Scale (GEMS) and the Global Engagement Survey (GES). Institutions interested in becoming part of the GES may contact Dr. Nora Reynolds directly at npreynolds {at} haverford(.)edu. Please find the session information below: Presentation slides: Student learning in short-term education abroad…

    CUGH Global Health Education Competencies Tool Kit

    The Consortium of Universities for Global Health (CUGH) is a membership organization for institutions involved in higher education and global health – including education, research, and practice. The CUGH Competency Sub-Committee of the Education Committee has been instrumental in defining competencies for global health education and professional development, as well as exploring ongoing conversations and controversies around global health competencies and careers. In 2015, the Competency Sub-Committee and collaborators published a seminal article in the Annals of Global Health defining levels of proficiency, as well as desirable competencies for two levels- the global citizen level and the basic operational program…

    Personal Reflection, Purposefully Shared: Techniques for Processing International Experiences Along the Continuum

    Meghan Ozaroski, Assistant Director of Northwestern University’s Global Engagement Studies Institute (GESI), will be presenting with program alums Ariel and Danielle at The Forum on Education Abroad’s 13th Annual Conference to introduce this reflective practice curriculum. Reflective practice: Introduction to Open Letters International experiences necessarily force us to contend with identity, privilege, and ethical engagement at the individual and community level. Although widely embraced in the service-learning community of practice (Ash and Clayton, 2009; Correia and Bleicher, 2008), meaningfully structured and continuously shared reflection along these lines is still often missing in many international education programs. The Global Engagement Studies…

    Sustained Rights Inquiry: Before, During, and After Summer Internships (Part 1 of 2)

    By Eric Hartman*, Executive Director of the Center for Peace and Global Citizenship at Haverford College Reposted with permission. Originally written for Gristwood A., & Woolf, M., (Eds.). (2017). Civil Rights and Inequalities. The CAPA Global Education Network Series. https://www.capa.org/publications *The author would like to thank Professors Kaye Edwards, Thomas Donahue, Carol Schilling, and Anne Preston, as well as CPGC staff members Janice Lion and Stephanie Zukerman, for their feedback on earlier versions of this article. Photo Credit: Thomas Donahue This volume orients itself on an issue that human rights scholars have recognized as a central tension: that states have been the…

    Social Innovation and Civic Engagement: Toward a Shared Future?

    *This is an excerpt of McBride, A.M. & Mlyn, E. (2016). Social Innovation and civic engagement: Towards a shared future? Diversity & Democracy, 19(3). Retrieved from www.aacu.org.  You can find the full article here. By Amanda Moore McBride (Milton Morris Dean and professor in the Graduate School of Social Work at the University of Denver)  & Eric Mlyn (assistant vice provost for civic engagement, Peter Lange Executive Director of DukeEngage, and lecturer in the Sanford School of Public Policy at Duke University) Look at the traffic in your email inbox over the last week. If your inbox looks like ours, take note of…

    The importance of cultural humility: Online module

    This lesson plan and module was created by Sarah Richards-Desai, MSW, in conjunction with Dr. Laura Lewis, assistant dean for global partnerships and co-director of the Institute on Sustainable Global Engagement at the University at Buffalo The State University of New York. This online learning module is designed to facilitate skills for effective cross cultural communication and collaboration. The very important concept of cultural humility is a central focus. Cultural humility entails acknowledging difference, and positioning ourselves as people interested in learning and understanding. Cultural humility is particularly relevant to a trauma-informed, human-rights-based approach to social work practice; it underscores the dignity and value of the…

    Staying Safe and Sane in Difficult Places

    By Richard Slimbach, Professor, Department of Global Studies, Sociology, and TESOL at Azusa Pacific University Independent travel in difficult places throughout the global South presents a unique set of challenges. Sickness and disease is rampant. Roads are treacherous and buses old and overcrowded. Thieves are ever on the prowl for unsuspecting innocents. Women—especially foreign women—are easy targets for sexual harassment and even assault. Conditions like these give rise to the tragic stories we often hear: of student-travelers being bed-ridden with dysentery or malaria, being robbed of all they have, or narrowly avoiding rape or a traffic death. I’d like to…

    #AIEA2017 Transcending Boundaries, Transdisciplinarity, & Ethical Global Engagement

    I’m honored to be presenting on transdisciplinary practice and ethical global engagement with several insightful colleagues this week at the Association of International Education Administrators Annual Conference. Presentations times, titles, abstracts, and slides are all available below. Monday, February 20, 12:30pm: Linking Silos: International Educators as Transdisciplinary Bridge-Builders This session looks at International Education scholar-practitioners working across silos in creative and impactful ways.  Presenters will briefly highlight three models including the development of deliberate faculty-staff learning communities, a project linking SIOs and Historians, and the potential in forms of writing that resist categorization.  Participants will draw on their own practice and…

    Post-Inauguration Blues in Rural Uganda: Learning about “the front line” from community partners

    By Kari Grain, a PhD candidate and Vanier scholar in University of British Columbia’s Department of Educational Studies. *This post has been adapted from the original full length version which you can find at https://blogs.ubc.ca/karigrain/ I should be marching… During my second doctoral fieldwork trip to Kitengesa, Uganda, I sat on a porch listening to the songs of tropical birds and giggling children. And instead of soaking it up, I was staring, enrapt, at my iPhone. I had finally bought some data and was able to access the internet, and what I saw in the news and on social media could only be…

    Study abroad “as promised”

    By Gregory Spear, Assistant Director of Global Living and Learning Programs in the Office of Global Education at Georgetown University. At my previous institution, legend told of a student who, in an anonymous program evaluation, once remarked that in her host city of Rome there was “more Italian spoken” than she expected.  Feedback like this, when not suggesting any serious programmatic shortcomings, is generally noted with a dose of humor (Is there too much English spoken in England?), and serves as a gentle reminder that in striking out into the world, some of our students are undertaking larger first steps…

    Case Studies at the 4th ISL Summit – And Hot Tips in the Little Apple

    Case Study Overview & Options Please review one of the following four case studies in advance of the Summit. The title and abstracts appear below. Each title is linked to a longer description. Please read that longer description, and consider: What are the two most effective practices in the case study? What are two areas for improvement? #1 – Case Study: Changing the Way Change Happens Shengxiao Yu, Director of Partnerships, GlobeMed GlobeMed is an education and leadership development organization aimed at encouraging students to think critically about global health and social justice. There are 56 chapters in the GlobeMed…

    4th ISL Summit: The Question of Standards & Preparing for Deep Dialogue

    The 4th International Service-Learning Summit is less than two weeks away. Last week we shared a set of readings and videos suggested by our Monday plenary speakers. Today, we share some resources from our kick-off plenary speakers, a few documents related to global engagement standards, and reminders about the ways in which you can contribute to the continuously discursive, participatory ISL Summit experience. Sunday Plenary Sunday evening plenary speakers are Dr. R. Balasubramaniam (Balu), Founder & President, Swami Vivekananda Youth Movement, and Dr. Janice McMillan, Convener / co-founder, University of Cape Town Global Citizenship Program. They will provoke us to consider, “What…