Embracing Globalization in Higher Education
Explore the impact of globalization on community college curriculums through the lens of psychology. Reflect on key quotes and examples of a changing world to navigate the evolving educational landscape.
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Dan Dickman Associate Professor of Psychology Ivy Tech Community College Evansville, Indiana
"Differences can only enrich our experience, and the absence of difference impoverishes us." Martha Vanceburyand Sylvia W. Silverman "We may have all come on different ships, but we're in the same boat now." Martin Luther King, Jr "A single twig breaks, but the bundle of twigs is strong." Tecumseh Shawnee 1795 "I am not an Athenian, nor a Greek, but a citizen of the world." Socrates "Either men will learn to live like brothers, or they will die like beasts." Max Lerner The Gifts of the Magi 1949
Daniel Dickman Associate Professor of Psychology Ivy Tech Community College/Evansville, IN March 23, 2016 8:00-9:00 am Introduction & overview Discussion of course development Outcomes: PSY 101 How the process works Q & A
Purpose: to discuss and begin to integrate globalization in community college curriculums.
The world is shrinking, or as Thomas Friedman (columnist for New York Times) believes, the world is flat. Travel is a perfect example
The Shrinking Globe Examples 1500 -1840 1850 - 1930 1950s 1960s Jet passenger aircraft, 500 - 700 mph. Propeller aircraft 300 - 400 mph. Steam locomotives average 65 mph. Steamships average 36 mph. Best average speed of horse-drawn coaches and sailing ships, 10 mph. McGraw-Hill International Business 2005
The world is also changing . Thomas Friedman wrote: Just 10 years ago, Facebook didn't exist; Twitter was a sound; the cloud was in the sky; 4G was a parking place; LinkedIn was a prison; applications were what you sent to college; and Skype, for most people, was a typo. We must be cognizant of how we respond to all of these inevitable changes .
In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer
What are some strategies we can use to embrace this reality: We and our students need to be prepared to live and work in a world that will not have the same defined borders that exist even this morning?
Learning Outcomes for the Ivy Tech Global Studies Mission Statement: Ivy Tech Community College prepares Indiana residents to learn, live, and work in a diverse and globally competitive environment.
KnowledgeStudents have the ability to: Demonstrate contextualized knowledge of at least one culture, nation, and/or region beyond the U.S. Demonstrate knowledge of global issues, processes, trends, and systems, and the role of the U.S. in the world Recognize how professions are defined and practiced in international and cultural contexts Understand his or her culture within a global and comparative context and through the perspective of others Skills Students have the ability to: Effectively communicate across cultures Contextualize and analyze connections among local and global phenomena Make choices and decisions informed by multiple frames of reference, including international and cultural contexts Use foreign language skills and/or knowledge of other cultures to extend his or her access to information, experiences, and understanding Action and Responsibility Students have willingness to: Act upon acquired knowledge, skills, and attitudes in global and local contexts Consider ethical dimensions of global issues, inequalities, and one s efficacy in the world Participate in international/intercultural experiences, interactions, or collaborations Demonstrate leadership skills in a global context
Global Learning Across Indiana 3 core groups of Ivy Tech faculty have been working with the Center for the Study of Global Change at Indiana University since January 2013 for the internationalization of the Ivy Tech curriculum and the development of a Global Learning Certificate which will be available at Ivy Tech campuses throughout the state. . The core groups have attended regular professional development workshops to support them in the process of internationalization of select courses across all regions: Cohort 1: 2013 Cohort 2:2014 Cohort 3:2015
Process: Outcome based design Start small Make it measurable Formative & Summative Evaluation
GLOBAL STUDIES MODULE FORMAT Ivy Tech Community College- Global Studies Program Name: School: Course Number and Title: Module Title: Description of the Module: Educational Objectives of the Module (should constitute a minimum of 12% of the course): 1. 2. Outline of Lectures/Discussions: 1. 2. 3. Listing of Resources Used to Support the Module (readings, videos, podcasts, documentaries, etc.): Description of the Assignments Used to Facilitate an Understanding of the Module Objectives (writings, interviews, reflections, experiential projects or field work): Evaluation/Testing Used to Assess the Comprehension of the Module: Resources (Bibliography) used to Develop/implement the Module:
Goals of the module: To help students gain a greater understanding of another culture regarding child rearing attitudes and practices. To provide an opportunity for students to gain a greater understanding of the variances between the beliefs and practices of another culture and their own. To have students critically think about the commonalities and differences of family structures and child rearing practices of another culture vs. their own.
PSYC 101 Module Title: The relationship of Individualism-Collectivism to Social and Developmental Psychology Objectives: 1. Students will be able to identify and describe the difference between individualistic and collective societal structures and provide two examples of how this might be reflected in different developmental outcomes for people living in United States (typically individualistic) and countries considered more collectivistic such as India or China. 2. Students will have a greater appreciation of how and individualistic and collectivistic cultural perspectives have developed (biological, evolutionary, social) and can affect the manner in which our behaviors impact and are impacted by the real or perceived influence of others.
Lecture/Discussion on Individualism & Collectivism Example slide from PPt.
Individualist cultures value independence. They promote personal ideals, strengths, and goals, pursued in competition with others, leading to individual achievement and finding a unique identity. Collectivist cultures value interdependence. They promote group and societal goals and duties, and blending in with group identity, with achievement attributed to mutual support. Individualist and Collectivist Cultures Compared
CHILD-REARING BELIEFS AND PRACTICES IN INDIAN CULTURE BY MARION LOUGHEED, 6 ARTICLES ABOUT PARENTING PRACTICES IN INDIA & CHINA Traditional Indian parenting practices By Thomas Kulanjiyil What are some of the salient features of traditional Indian parenting? What does traditional Indian parenting have to offer to the Indian American immigrant parent? The traditional Indian parenting is shaped by the cultural and religious values of the land, generational wisdom, and life experiences. The goal of parenting is comprehensive development of children and it integrates the cognitive, emotional, and spiritual components of an individual s growth. It includes both the personal and social dimensions of human growth and development Child-rearing customs and beliefs are not the same for all Indians. Could there be some minimal universal parameters for child rearing that could be considered with culture-specific ones in cases such as the one where two Indian children were taken from their parents by Norwegian child welfare, asks Rakesh Shukla
Discussion Exercise After reading the articles that were provided to you and reading pages (138-139 & 450- 452) in the Myers text, divide into groups of four and answer the following questions: Identify three values and/or attitudes about child rearing and family that are similar to what you read in the articles and what you know about child rearing and family in the United States. Identify three values and/or attitudes that are different in India and/or China vs. the United States.
What might be some reasons for such differences? Are there cultural points of view we discussed in this chapter that might be contributing to how India vs. the United States view the issue of child rearing or family? If you had the opportunity to ask a father or mother from India any questions about how they raise their children, what might they be, and why? Do you think that your view about child rearing / family is better or worse than what you have read about India? Why?
Construction Specifics: Construction Specifics: Reflection paper Format: This paper is designed to reflect your thinking process and should be 3 pages in length, typed, double-spaced and in a 12-point Times New Roman (TNR) font with one-inch margins. Grammar and spelling will be evaluated. This reflection paper is to be used as proof of meeting a level of understanding about variant parenting practices and expectations in other global cultures and how they compare to the United States. I expect your writing to be thoughtful and meaningful. your Write a reflection paper after the class activity and respond to the following questions: 1. reference, what might be some of the reasons there is a variance between expectations for parenting in India and China vs. the United States? 2. How might our view of such cultural differences (individualistic /collectivistic) impact our judgment of those families and the society of which they are part? From a psychological frame of Due Date: Your reflection paper is due one week after the completion of our in-class discussion. (see grading rubric in next slide)
Reflection Paper Rubric Points Possible Exceeds Standards Meets Standards Unsatisfactory Score Paper is neatly typed, double-spaced, 12-point TNR font, one-inch margins, and 3 pages in length. (5) No errors. (5) Paper is neatly typed, double-spaced, 12- TNR font, one-inch margins and 2 pages in length. (4) Formatting rules ignored, shorter than 2.5 pages in length. (1-3) Format 5 5 1-2 minor errors. (3-4) Lacks basic proofreading or contains major errors. (1-2) Organization lacking and difficult or impossible to follow. (1-2) Lacks reflection and depth. (1-10) Grammar and Spelling Well-organized, well written, easy to read and understand. (5) Shows strong evidence of reasoned reflection and depth. (14-15) Addresses all elements contained within the two stated questions of assignment and extends beyond. (10) Well-organized but flow could be improved. (3-4) 5 Organization 15 Shows evidence of reasoned reflection. (11- 13) Addresses all elements contained within the two stated questions of assignment. (7-9) Reflection 10 Fails to address all the elements contained within the two stated questions of assignment. (1-6) Completeness
Excerpt from a reflection paper: .Different cultures have their distinct expectations for parenting which might be unacceptable from another culture s point of view. People who live in individualistic communities like America, might find parenting styles of collectivistic cultures too harsh while Indian and Chinese parents might argue that American parents spoil their children and are not strict enough. Individualistic western people might view collectivistic eastern cultures as too hard on children, not valuing personal independence, unfair for women, and not valuing personal preferences. People from collectivistic cultures might consider parents of individualistic cultures ignorant towards education, cold with their children, not teaching their children how to be polite, and not caring about one another. The way people judge different cultures depends on the cultural views that they have been raised with .
Global Studies Unit Analysis Analysis 5 objective questions which focused upon the concepts we discussed in greater detail in the class where the global studies unit was Implemented as opposed to the control class were given to students as part of their regular objective exam which covered the information in this chapter as well as two other chapters. (Note: the material on collectivistic and individualistic cultural perspectives was covered in both classes; however, there were no discussion groups or articles about differing parenting perspective in the control classroom.) Results: Objective questions An unpaired t-test of the means of the two sets of scores was performed. For the purpose of this report, the mean is the average of the number of students out of twenty who provided the correct answer on each of the 5 questions (e.g. 18.4/20 vs. 13/20) which focused upon the content area covered in the book (both classes) compared to the group who participated in the class discussion and wrote reflection paper (global studies unit class). Below are the results from the two groups: (Group 1 = global studies) (Group 2 = control) Summary Mean Variance SD N t = 6.19 (the critical value for t for this comparison with df=8 and a=.01 is 3.355) Conclusion: the means of group (class) 1 and group (class) 2 are significantly different with group one (who participated in the global studies unit) scoring significantly better than group two as far as content questions that relate to individualistic and collectivistic cultures. Group 1 18.4 1.3 1.14 5 Group 2 13 2.5 1.58 5 While I cannot attribute those differences only to the utilization of the global studies unit in group one as opposed to group two (I am not certain that these groups were equal in everything but the exposure to the global studies unit), I can say that that group one demonstrated a greater level of understanding about individualistic and collectivistic cultures as measured through the use of those five objective questions.
Global Learning Global Learning Across Indiana Global Studies Certificate Study Abroad Resources https://www.ivytech.edu/global- learning/ http://www.indiana.edu/~global/glai / Midwest Institute for International/Intercultural Education http://miiie.org/
Institution Ivy Tech Community College Course Title Introduction to Sociology Format Traditional, although adaptable to online or hybrid formats Instructor Lesson Title Evan Brown Evaluating Deviance Time Required Class Size 45 minutes + homework 15-30 Relevant Chapter(s) Crime and Deviance Description In this three part activity, students will be asked to evaluate different deviant scenarios and rank them accordingly. Part 1 of the activity has them evaluating deviant behavior from a US culture perspective, part 2 has them evaluating deviance in other cultures, and part 3 has them evaluating deviance from a cultural relativistic perspective. 1. Understand the concept of the social construction of reality 2. Practice thinking from a culturally relativistic viewpoint 3.Recognize cultural difference in deviance Learning Objective(s) 1. Describe the processes of socialization, the formation of social structure, and assess the social construction of reality from a multi-cultural perspective. 2. Define and describe such sociological terms as society, culture, socialization, groups, deviance, institutions (e.g. religion, family, education, work, political), social movements, demographics (age, gender, race, ethnicity), social change and social stratification. 3. Describe sociological concepts and their application to everyday living ways that these concepts facilitate meeting life s daily challenges. Relevant Course Objective(s) Core Concept(s) Addressed 1. Social construction of reality/social control 2. Crime/Deviance 3. Cultural Relativism and ethnocentrism Student Retention Features In class, product related, group activity. Both formative and summative assessments. Application to local and global realities. Outside class responsibility. Remembering Analyzing Bloom s Taxonomy Targets Understanding X Evaluating Applying Creating Other Learning Targets 1. Contextualize and analyze complex connections among local and global phenomena. 2. Make choices and decisions informed by multiple frames of reference, including international and cultural contexts. 3. Recognize oneself and one s culture through the perception of others. Pre- Class Preparation For Instructor Prepare Power Point slides, copy handouts for Parts 1, 2, 3 For Students Read the crime and deviance chapter beforehand
Study Abroad India May 11-29, 2015 Sponsored by the Southwest Region Estimated Cost: $4,600 Credits: Students will receive 3 credit hours for PSYC-253 Intro to Social Psychology (Prerequisite: PSYC-101 or SOCI-101) India is one of the oldest civilizations on earth. Visitors can experience a unique culture that focuses on a peaceful existence with others and nature. Participants will visit India's "Golden Triangle" of Delhi, Agra and Jaipur and engage in various service learning projects. http://www.ivytech.edu/studyabroad/index.html
Life doesn't make any sense Life doesn't make any sense without interdependence. We without interdependence. We need each other, and the need each other, and the sooner we learn that, the sooner we learn that, the better for us all. better for us all. Questions ddickman@ivytech.edu Erik Erikson Erik Erikson
