Champlain’s Global Initiatives Programs Earn Top Honors
Andrew Heiskell Award Given for Innovative Approach to International Studies
BURLINGTON, Vt. – Champlain College’s innovative international initiatives have earned the college a prestigious award from The Institute of International Education (IIE).
Champlain College will receive the 2009 IIE Andrew Heiskell Award for Innovation in International Education on March 19 at a ceremony at the United Nations in New York. The awards, now in their eighth year, were established to promote and honor outstanding initiatives in international higher education among the members of IIE’s association of more than 1,000 institutions.
“By recognizing excellence and innovation, the Institute hopes to promote a comprehensive range of efforts to make college campuses more international,” explained IIE President Dr. Allan E. Goodman. “The award-winning programs represent the best practices in internationalization. We hope these will encourage and inspire other campuses to better prepare their students to be active global citizens.”
Preparing citizens to actively engage in a global society is a widely held precept in education, and most colleges and universities have embraced the idea, according to Elizabeth Beaulieu, dean of the Core Division of Champlain College. Still, fewer than two percent of Americans study abroad (the traditional venue for offering an international experience), and overwhelmingly they choose destinations in Europe.
“Champlain College is dedicated to the goal of providing an international experience for every one of its students and to be honored so early in our efforts is significant. It recognizes our commitment to liberal learning outcomes for the 21st Century,” Beaulieu said.
IIE honored Champlain College in the category of “Internationalizing the Campus,” for advancing international curriculum development and providing innovative services to students through its Institute for Global Engagement headed by Gary Scudder, assistant dean for Global Engagement.
The Institute has developed three successful student and faculty programs designed to make the curriculum at Champlain College more international:
• Global Modules program (four-week, intensive online projects linking more than 3,000 students in 12 countries)
• Faculty Internationalization Initiative offering stipends for summer travel and course development
• A visiting scholar-in-residence program for international faculty.
“We are honored by this award and the recognition of Champlain’s efforts help our students become better global citizens through study abroad, increased opportunities for international dialog between students and hosting international scholars on campus,” said David Finney, president of Champlain College.
Champlain’s Global Modules
Champlain’s Global Modules program allows professors in any subject to inject international components into existing courses with little investment of time, money and effort. Created by Scudder, Global Modules are short, intensive, thematic online discussions between students and faculty members at different international universities.
Global Modules has grown in its first full year to include more than 3,000 students at 14 colleges and universities worldwide. “By 2009-10, we expect that more than 6,000 students a year from across the world will participate in these significant, content-based global education experiences,” Scudder said. In each course, participants include equal numbers of students at two or more universities. Topics, chosen by the professors, are wide-ranging and designed to encourage inquiry and cultural sensitivity.
“One of the great advantages of the Global Module approach is the flexibility it provides in linking seemingly very different classes together for an international and interdisciplinary experience.” Scudder said. “There is an endless choice of topics, readings and approaches that professors can take to enrich the educational experience. And you’re not trading credits or tracking money, so you don’t have the headaches associated with formal study abroad programs.”
Global Modules is so successful at Champlain that this year, Scudder notes, it has been incorporated into the core curriculum at the college and all freshmen and sophomores will take at least one course that includes the Global Modules content.
“Over the years we've discussed terrorism with students from Jordan, peace activism with Austrian students, globalization with Indian students, ecological impact with Kenyan students, the crisis in Lebanon with Australian students and women's issues with Moroccan students,” he said.
"The Heiskell Award is also recognition of the vision and hard work of our international partners. Without the support of the faculty and students at schools like Al Akhawayn University in Morocco, Zayed University in the United Arab Emirates, Kenyatta University in Kenya, Corvinus University in Hungary, and the University of Jordan, just to name a few, we wouldn't have a network and our students here at Champlain wouldn't have this amazing experience," Scudder emphasized.
Champlain is also among a small number of American universities that participate in the American University in Cairo’s videoconference Dialogue project.
Scudder travels extensively to build partnerships with international universities, and his main focus is on Africa and the Middle East, “Largely because those regions are either ignored or demonized in the media. This award will continue to help open doors to new collaborations and partnerships with colleges and universities around the world,” he said.
Faculty Internationalization Initiative
The Faculty Internationalization Initiative at Champlain College is aimed at ensuring professors have the resources and support to travel and develop international courses, according to Finney, who provided funding that gave 14 Champlain College professors $6,000 each to go to the Middle East last summer. While there, they gathered information and course materials to develop international core courses for the 2009-2010 school year.
This summer, the program will send another dozen or so faculty members to China and the Middle East to develop course materials for 2010-2011.
Cities of Refuge Writers in Residence / Roger Perry Endowed Chair
Champlain was also cited for a new program to bring international scholars to campus to teach, lead seminars and interact with students and faculty over the course of the academic year.
Pierre Mujomba joined the Champlain College learning community in September 2008 as the institution's first City of Refuge Writer in Residence and the second recipient of the Roger H. Perry endowed chair. The City of Refuge program is a national initiative that offers writers facing persecution in their home countries a sanctuary where they can continue to work. Other Cities of Refuge include Ithaca, New York; Las Vegas; and Pittsburgh.
Mujomba, a playwright of international acclaim, is from the Democratic Republic of the Congo (DRC), which he fled in 2003 after the French-language publication of his best-known work, La Dernière Envelope (English title, The Lost Envelope). The play, which concerns the regime of former DRC president Mobutu Sese Seko, has been translated into English, as has Kalemba's Year without Pay.
During his residence over the 2008-2009 academic year, Mujomba will write plays, visit classes as a guest lecturer and present readings of his work.
Being away from the DRC, he says, allows him to express himself more freely. "In Congo we have the system of censorship," he says. "When I'm writing in Congo, I'm censoring myself. [Here] you're freer to write what you want. You have freedom to write all you can write ... Also, when I'm here, I am not only a Congolese writer. I am an African writer. It is important because when I'm writing, I'm no longer writing for a very small group. I try to write as an African who wants to let people know here what happened in Africa."
Champlain’s Institute for Global Engagement
“On both an educational and personal level, these programs make a world of difference for our students. They’ll never view the world the same way again after experiencing studying abroad, meeting a man like Pierre Mujomba or connecting with students on the other side of the globe through our programs,” Finney added.
Champlain College offers traditional study abroad programs with campuses in Dublin, Ireland, which opened in fall of 2008, and Montreal, Quebec, which opened in 2007. Finney also made a commitment to the incoming Class of 2012 at the freshman orientation in September to pay for passports for all first-year students who earn a GPA of 3.0 or higher.
Champlain College was founded in 1878, and at its core is a bricks and mortar school, offering professionally focused majors. It has 2,000 campus-based undergraduate students on campus and is ranked 12th in the top tier of Best Baccalaureate Colleges in the North by 2009 America’s Best Colleges, published by U.S. News & World Report. To learn more about Champlain College, visit www.champlain.edu.
Heiskell Awards and IIE Overview
The Institute of International Education (IIE) is the world leader in the international exchange of people and ideas. An independent, nonprofit organization founded in 1919, the Institute is the world’s most experienced global higher education and professional exchange organization. IIE has a network of 19 offices worldwide, over 900 college and university members, and more than 5,000 volunteers.
The Andrew Heiskell Awards winning campuses for 2009 are: Champlain College (Co-winner, Internationalizing the Campus), Universidad de Monterrey (Co-Winner, Internationalizing the Campus), Clemson University and the University of Kansas (Study Abroad), Indiana University-Purdue University At Indianapolis (International Exchange Partnerships) and Scottsdale Community College (Study Abroad at the Community College). Honorable Mentions will be awarded to Vanderbilt University, Ohio University, Chaffey College and Salt Lake Community College.
Profiles of this year’s winning programs are available on the “Best Practices” resource of the IIENetwork website, at www.iienetwork.org/?p=BestPractices. This site showcases more than 50 winning programs and honorable mention recipients from the eight years of awards, to serve as a resource and inspiration for the international educational community worldwide.
Representatives from this year’s winning programs will be presented with a plaque and a $1,000 prize at the Heiskell Awards luncheon in New York on March 19, and will take part in panel discussions that day at the 4th Annual IIE Best Practices Conference. The programs will also be featured in the Spring 2009 issue of the IIENetworker magazine and will be highlighted by IIE as the best practices in the field of international education throughout the year.
IIE designs and implements programs of study and training for students, educators, young professionals and trainees from all sectors with funding from government and private sources. These programs include the Fulbright and Humphrey Fellowships and the Gilman Scholarships administered for the U.S. Department of State.
The Institute is a resource for educators and institutions worldwide, publishing IIEPassport: Academic Year Abroad and Short Term Study Abroad and operating www.IIEPassport.org, the search engine for study abroad programs and www.fundingStudyAbroad.org, a free search engine for study abroad funding sources. IIE also conducts policy research and provides advising and counseling on international education and opportunities abroad. Information on the Institute can be obtained from our Website: http://www.iie.org.
The Awards are named for the late Andrew Heiskell, a longtime member of IIE’s Board of Trustees, a former chairman of Time Inc., a renowned philanthropist, and a passionate supporter of international education, and have been endowed by a gift from Marian Sulzberger Heiskell as a lasting tribute to Mr. Heiskell's legacy.
Tuesday, January 27, 2009
Tuesday, January 20, 2009
Religion and Society GM
Here is a Global Module that was constructed by Champlain's Cam Webster and Connell Monette from Al Akhawayn University. It examines issues of religion and society through readings drawn from the New Testament and the Quran. It fits in very well with our first year Concepts of Community course and our second year Secular & Sacred course.
Religion and Society
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.
Thanks, and we’re really looking forward to getting started.
Week 2
We are going to discuss the role of religion in society. Our texts will be selected readings from the Sermon on the Mount from the New Testament and the surah Women from the Quran. By reading and discussing these works we will not only learn more about these two religions, but this will also allow us to discuss the topic of how religion impacts society, and vice-versa.
Once you have read the assignment we will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. The Quran, along with the Old Testament, are both much more specifically legalistic than the New Testament. Why might this be? What might be the implications of this fact?
2. What kind of society is Jesus describing in the Sermon on the Mount?
3. According to these documents, how should women or the underprivileged be treated? Are they treated this way in the religions today?
4. What is the relationship between humans and the divine that is expressed in these two documents?
5. How does religion influence society? How does society influence religion? How is the relationship expressed in these documents?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. What role does religion play in creating a sense of community in your country? What role should it play?
2. What is the dividing line between the secular and the sacred worlds in your society? Is there one? Should there be one?
3. Are there dangerous aspects to religion that can actually threaten the stability of a society?
4. Can we think of specific suggestions for ways to decrease the religious tension or misunderstandings in the world?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week. In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them?
1. What have we learned about the role of religion in our two countries, and in the larger world?
2. Some critics of the United States will point out that many of its problems are related to a lack of a solid religious foundation. Do you think this is true? Or, could it be argued that the U.S. has been successful because it is a more secular society?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?
Religion and Society
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.
Thanks, and we’re really looking forward to getting started.
Week 2
We are going to discuss the role of religion in society. Our texts will be selected readings from the Sermon on the Mount from the New Testament and the surah Women from the Quran. By reading and discussing these works we will not only learn more about these two religions, but this will also allow us to discuss the topic of how religion impacts society, and vice-versa.
Once you have read the assignment we will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. The Quran, along with the Old Testament, are both much more specifically legalistic than the New Testament. Why might this be? What might be the implications of this fact?
2. What kind of society is Jesus describing in the Sermon on the Mount?
3. According to these documents, how should women or the underprivileged be treated? Are they treated this way in the religions today?
4. What is the relationship between humans and the divine that is expressed in these two documents?
5. How does religion influence society? How does society influence religion? How is the relationship expressed in these documents?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. What role does religion play in creating a sense of community in your country? What role should it play?
2. What is the dividing line between the secular and the sacred worlds in your society? Is there one? Should there be one?
3. Are there dangerous aspects to religion that can actually threaten the stability of a society?
4. Can we think of specific suggestions for ways to decrease the religious tension or misunderstandings in the world?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week. In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them?
1. What have we learned about the role of religion in our two countries, and in the larger world?
2. Some critics of the United States will point out that many of its problems are related to a lack of a solid religious foundation. Do you think this is true? Or, could it be argued that the U.S. has been successful because it is a more secular society?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?
Wednesday, January 7, 2009
Iran and Contemporary World Developments Conference
I wanted to take the opportunity to call attention to the 1st Conference on Iran and Contemporary World Developments, which will be held at Imam Khomeini University in Iran on 19-20 August 2009. Here's a link to the conference website: http://navazeni.ir/Conferences/Iran&World09.htm
My colleague Bob Mayer and I will be chairing a panel, so feel free to put in a proposal. Also, please send this information along to anyone who might be interested. Thanks.
Gary
International and Inter-Civilizational Dialogue
In the year 2000 the United Nations, as part of its Year of Dialogue among Civilizations, encouraged all “Member States, regional and international organizations, civil society and non-governmental organizations to continue to develop appropriate initiatives at all levels to promote dialogue in all fields with a view to fostering mutual recognition and understanding among and within civilizations.” These are laudable goals, obviously, but how much progress have we made in achieving this “mutual recognition and understanding?” This panel is designed to explore efforts to inspire international and inter-civilizational dialogue, as well as the obstacles that remain. Taking the UN Resolution 55/23 as a guide, we are particularly interested in proposals on efforts to promote “human rights and fundamental freedoms,” celebrate “cultural pluralism and creative human diversity,” explore the changing role of women, or examine the opportunities/threats presented by the increased interrelatedness caused by globalization. These efforts at achieving dialogue may relate to specific programs launched by international, governmental or non-governmental agents, but can also consider educational, cultural or technological projects. Proposals should be sent to the co-chairs: Dr. Gary Scudder (scudder@champlain.edu) and Dr. Robert Mayer (mayer@champlain.edu).
My colleague Bob Mayer and I will be chairing a panel, so feel free to put in a proposal. Also, please send this information along to anyone who might be interested. Thanks.
Gary
International and Inter-Civilizational Dialogue
In the year 2000 the United Nations, as part of its Year of Dialogue among Civilizations, encouraged all “Member States, regional and international organizations, civil society and non-governmental organizations to continue to develop appropriate initiatives at all levels to promote dialogue in all fields with a view to fostering mutual recognition and understanding among and within civilizations.” These are laudable goals, obviously, but how much progress have we made in achieving this “mutual recognition and understanding?” This panel is designed to explore efforts to inspire international and inter-civilizational dialogue, as well as the obstacles that remain. Taking the UN Resolution 55/23 as a guide, we are particularly interested in proposals on efforts to promote “human rights and fundamental freedoms,” celebrate “cultural pluralism and creative human diversity,” explore the changing role of women, or examine the opportunities/threats presented by the increased interrelatedness caused by globalization. These efforts at achieving dialogue may relate to specific programs launched by international, governmental or non-governmental agents, but can also consider educational, cultural or technological projects. Proposals should be sent to the co-chairs: Dr. Gary Scudder (scudder@champlain.edu) and Dr. Robert Mayer (mayer@champlain.edu).
Thursday, December 18, 2008
Inequality GM
This is a Global Module that would fit in very well with our second year Core class, COR 240: Capitalism & Democracy. It would be a good fit for Economics or Sociology classes as well.
Inequality
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: moose.
Thanks, and we’re really looking forward to getting started.
Week 2
This week we begin our discussion of inequality. We will be using four short articles. The following links take you to the Global Issues website, which provides information on poverty (http://www.globalissues.org/article/26/poverty-facts-and-stats), and to a portion of the Millennium Development Goals (http://www.undp.org/mdg/goal1.shtml) website. In addition, we will be reading the Nobel Prize speech of the 2006 recipient, Muhammad Yunus (http://nobelpeaceprize.org/en_GB/laureates/laureates-2006/yunus-lecture/), as well as a description of microfinance from the Grameen Bank site (http://www.grameen-info.org/index.php?option=com_content&task=view&id=28&Itemid=108). Please follow these links and read the four articles.
Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. How bad of a problem is global poverty? Is it getting better or worse?
2. What are the biggest obstacles to bringing about change?
3. What are the Millennium Development Goals? How can they help to decrease global poverty?
4. In his Nobel Prize acceptance speech Muhammad Yunus proposed that “Poverty is the absence of all human rights.” What does this mean?
5. What is microfinancing? How does it work?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. How In his Nobel Prize acceptance speech Muhammad Yunus proposed that “Poverty is a threat to peace.” Do you believe him?
2. How serious of a problem is poverty in your own country?
3. Can you suggest specific actions for reducing poverty on an individual or community level?
4. Can you suggest specific actions for reducing footprints on a national or global level?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week.
1. What have we learned about poverty in our two countries, and in the larger world?
2. Do we have an obligation to try and end global poverty?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?
In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?
Inequality
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: moose.
Thanks, and we’re really looking forward to getting started.
Week 2
This week we begin our discussion of inequality. We will be using four short articles. The following links take you to the Global Issues website, which provides information on poverty (http://www.globalissues.org/article/26/poverty-facts-and-stats), and to a portion of the Millennium Development Goals (http://www.undp.org/mdg/goal1.shtml) website. In addition, we will be reading the Nobel Prize speech of the 2006 recipient, Muhammad Yunus (http://nobelpeaceprize.org/en_GB/laureates/laureates-2006/yunus-lecture/), as well as a description of microfinance from the Grameen Bank site (http://www.grameen-info.org/index.php?option=com_content&task=view&id=28&Itemid=108). Please follow these links and read the four articles.
Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. How bad of a problem is global poverty? Is it getting better or worse?
2. What are the biggest obstacles to bringing about change?
3. What are the Millennium Development Goals? How can they help to decrease global poverty?
4. In his Nobel Prize acceptance speech Muhammad Yunus proposed that “Poverty is the absence of all human rights.” What does this mean?
5. What is microfinancing? How does it work?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. How In his Nobel Prize acceptance speech Muhammad Yunus proposed that “Poverty is a threat to peace.” Do you believe him?
2. How serious of a problem is poverty in your own country?
3. Can you suggest specific actions for reducing poverty on an individual or community level?
4. Can you suggest specific actions for reducing footprints on a national or global level?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week.
1. What have we learned about poverty in our two countries, and in the larger world?
2. Do we have an obligation to try and end global poverty?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?
In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?
Wednesday, December 17, 2008
Human Rights Global Module
This Global Module fits in very well with a second year course we offer at Champlain entitled Capitalism & Democracy. It would be a good fit for many political science or international relations or constitutional courses.
Human Rights – Universal or Relative?
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: moose.
Thanks, and we’re really looking forward to getting started.
Week 2
This week we begin our discussion of human rights. We will be using two short texts. The first is the Universal Declaration of Human Rights (http://www.un.org/Overview/rights.html); the second is the Cairo Declaration on Human Rights in Islam (http://www1.umn.edu/humanrts/instree/cairodeclaration.html). Please follow these links and read the two declarations.
These two declarations represent two different approaches to the issue of human rights. One is from a universalist perspective, while the other focuses on a particular cultural and social context for human rights. By reading and discussing both of them we can gain a better understanding of how different societies interpret the concept of human rights.
Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. Look at the dates for both of these proclamations. Do the eras in which they were issued affect their content? Why and how?
2. What organizations promulgated each declaration? How might the goals of these organizations differ, and how might those differences affect the declarations?
3. In compare this, from the Universal Declaration of Human Rights:
“Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all people and all nations, to the end that each individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.”
With this, from the Cairo Declaration on Human Rights in Islam:
“Believing that fundamental rights and freedoms according to Islam are an integral part of the Islamic religion and that no one shall have the right as a matter of principle to abolish them either in whole or in part or to violate or ignore them in as much as they are binding divine commands, which are contained in the Revealed Books of Allah and which were sent through the last of His Prophets to compete the preceding divine messages and that safeguarding those fundamental rights and freedoms is an act of worship whereas the neglect or violation thereof is an abominable sin, and that the safeguarding of those fundamental rights and freedom is an individual responsibility of every person and a collective responsibility of the entire Ummah . . .”
What are the essential differences between these two foundations for the idea of human rights?
4. Compare Article 16 in the Universal Declaration, with Article 5 in the Cairo Declaration. What are the main differences? Are both articles equivalent in their recognition of marital and family rights?
5. How does Article 6 of the Cairo Declaration compare with the status of women in the Universal Declaration?
6. What limits a person’s rights in the Universal Declaration? What limits them in the Cairo Declaration?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. What role does a society, religion, faith, or political system have in defining rights in that case?
2. Is the idea of a declaration of “Human Rights in Islam” compatible with the idea of universal human rights?
3. What is more important, the concept of universal human rights or the freedom of societies to define rights according to faith?
4. Can you have true equality for men and women without running afoul of various religious beliefs? Or would religious beliefs actually lead to true equality for men and women?
5. If human rights are truly universal, then what should be the role of the United Nations or other organizations in protecting them?
6. Are there places in the world where human rights are being routinely violated? Should we care?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week.
1. What have we learned about the existence of human rights in our two countries, and in the larger world?
2. Are human rights truly a universal concept?
3. Which of the human rights expressed in the two documents are the most important in today’s world?
4. What have we learned about each other and ourselves from this discussion?
5. Would you like to say goodbye to your new friends? What do you want them to know about your country?
In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?
Human Rights – Universal or Relative?
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: moose.
Thanks, and we’re really looking forward to getting started.
Week 2
This week we begin our discussion of human rights. We will be using two short texts. The first is the Universal Declaration of Human Rights (http://www.un.org/Overview/rights.html); the second is the Cairo Declaration on Human Rights in Islam (http://www1.umn.edu/humanrts/instree/cairodeclaration.html). Please follow these links and read the two declarations.
These two declarations represent two different approaches to the issue of human rights. One is from a universalist perspective, while the other focuses on a particular cultural and social context for human rights. By reading and discussing both of them we can gain a better understanding of how different societies interpret the concept of human rights.
Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. Look at the dates for both of these proclamations. Do the eras in which they were issued affect their content? Why and how?
2. What organizations promulgated each declaration? How might the goals of these organizations differ, and how might those differences affect the declarations?
3. In compare this, from the Universal Declaration of Human Rights:
“Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all people and all nations, to the end that each individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.”
With this, from the Cairo Declaration on Human Rights in Islam:
“Believing that fundamental rights and freedoms according to Islam are an integral part of the Islamic religion and that no one shall have the right as a matter of principle to abolish them either in whole or in part or to violate or ignore them in as much as they are binding divine commands, which are contained in the Revealed Books of Allah and which were sent through the last of His Prophets to compete the preceding divine messages and that safeguarding those fundamental rights and freedoms is an act of worship whereas the neglect or violation thereof is an abominable sin, and that the safeguarding of those fundamental rights and freedom is an individual responsibility of every person and a collective responsibility of the entire Ummah . . .”
What are the essential differences between these two foundations for the idea of human rights?
4. Compare Article 16 in the Universal Declaration, with Article 5 in the Cairo Declaration. What are the main differences? Are both articles equivalent in their recognition of marital and family rights?
5. How does Article 6 of the Cairo Declaration compare with the status of women in the Universal Declaration?
6. What limits a person’s rights in the Universal Declaration? What limits them in the Cairo Declaration?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. What role does a society, religion, faith, or political system have in defining rights in that case?
2. Is the idea of a declaration of “Human Rights in Islam” compatible with the idea of universal human rights?
3. What is more important, the concept of universal human rights or the freedom of societies to define rights according to faith?
4. Can you have true equality for men and women without running afoul of various religious beliefs? Or would religious beliefs actually lead to true equality for men and women?
5. If human rights are truly universal, then what should be the role of the United Nations or other organizations in protecting them?
6. Are there places in the world where human rights are being routinely violated? Should we care?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week.
1. What have we learned about the existence of human rights in our two countries, and in the larger world?
2. Are human rights truly a universal concept?
3. Which of the human rights expressed in the two documents are the most important in today’s world?
4. What have we learned about each other and ourselves from this discussion?
5. Would you like to say goodbye to your new friends? What do you want them to know about your country?
In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?
Tuesday, December 16, 2008
Woman as "Other" Global Module
This is a very good Global Module for a Gender or Sociology course.
Woman as “Other”
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.
Thanks, and we’re really looking forward to getting started.
Week 2
We are going to discuss the status and perception of women. Our text will be Simone de Beauvoir’s The Second Sex. You will be reading the Introduction. Follow this link and read her introduction:
http://www.marxists.org/reference/subject/ethics/de-beauvoir/2nd-sex/introduction.htm
By reading and discussing The Second Sex by Simone de Beauvoir we will not only learn about her views, but this will also allow us to introduce the topic of the status of women.
Once you have read the assignment we will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. Who was Simone de Beauvoir and what was her reason for writing The Second Sex? Do you find her arguments convincing? Are her points still valid or has the world changed dramatically since de Beauvoir wrote The Second Sex?
2. In The Second Sex, de Beauvoir makes the point, “But if I wish to define myself, I must first of all say: ‘I am a woman’: on this truth must be based all further discussion. A man never begins by presenting himself as an individual of a certain sex.” What point is de Beauvoir making here?
3. In a famous quote, de Beauvoir proposes that, “He is the Subject, he is the Absolute – she is the Other.” What does this mean? Is woman “the Other?” If she is “the Other,” what are the consequences?
4. If we believe de Beauvoir then a good question to ask would be – was the creation of “the Other” a conscious or unconscious decision? That is, were women deliberately given a supporting role?
5. Simone de Beauvoir suggested that, “The bond that united her to her oppressors is not comparable to any other.” What does she mean?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. In what ways are the lives of women in your two countries similar? Do these similarities tell us something about the universality of the female experience?
2. In what ways are the lives of women in your two countries different? How can these differences be explained?
3. Is life getting better or worse for women in your countries? Why might it be getting better or worse in one country as compared to another?
4. Can we think of specific suggestions for ways to improve the status of women around the world?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week. In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them?
1. What have we learned about the status of women in our two countries, and in the larger world?
2. What have we learned about each other and ourselves from this discussion?
3. Would you like to say goodbye to your new friends? What do you want them to know about your country?
Woman as “Other”
Week 1
Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.
During a normal week, unless otherwise directed, always remember to post at least two times.
We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.
1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.
Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.
Thanks, and we’re really looking forward to getting started.
Week 2
We are going to discuss the status and perception of women. Our text will be Simone de Beauvoir’s The Second Sex. You will be reading the Introduction. Follow this link and read her introduction:
http://www.marxists.org/reference/subject/ethics/de-beauvoir/2nd-sex/introduction.htm
By reading and discussing The Second Sex by Simone de Beauvoir we will not only learn about her views, but this will also allow us to introduce the topic of the status of women.
Once you have read the assignment we will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.
1. Who was Simone de Beauvoir and what was her reason for writing The Second Sex? Do you find her arguments convincing? Are her points still valid or has the world changed dramatically since de Beauvoir wrote The Second Sex?
2. In The Second Sex, de Beauvoir makes the point, “But if I wish to define myself, I must first of all say: ‘I am a woman’: on this truth must be based all further discussion. A man never begins by presenting himself as an individual of a certain sex.” What point is de Beauvoir making here?
3. In a famous quote, de Beauvoir proposes that, “He is the Subject, he is the Absolute – she is the Other.” What does this mean? Is woman “the Other?” If she is “the Other,” what are the consequences?
4. If we believe de Beauvoir then a good question to ask would be – was the creation of “the Other” a conscious or unconscious decision? That is, were women deliberately given a supporting role?
5. Simone de Beauvoir suggested that, “The bond that united her to her oppressors is not comparable to any other.” What does she mean?
Week 3
Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.
1. In what ways are the lives of women in your two countries similar? Do these similarities tell us something about the universality of the female experience?
2. In what ways are the lives of women in your two countries different? How can these differences be explained?
3. Is life getting better or worse for women in your countries? Why might it be getting better or worse in one country as compared to another?
4. Can we think of specific suggestions for ways to improve the status of women around the world?
Week 4
Sadly, it’s already time to say goodbye. Each student should post at least once this week. In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them?
1. What have we learned about the status of women in our two countries, and in the larger world?
2. What have we learned about each other and ourselves from this discussion?
3. Would you like to say goodbye to your new friends? What do you want them to know about your country?
Saturday, November 1, 2008
Sample GM - Stem Cell Research
Here's another sample Global Module:
Stem Cell Research Debate
In this global module, students from different cultures would get to examine together the science and ethics of stem cell research and use. To help students better understand the issues involved, they will be asked to read and respond to several articles selected for that purpose. The first is Selecting the Perfect Baby: The Ethics of Embryo Design by Julia Omarzu.
http://ublib.buffalo.edu/libraries/projects/cases/genetics/genetic_selection.html
The second is Stem Cells: Promises to Keep by Lauren Yaich
http://www.sciencecases.org/stem_cells/stem_cells.asp
The third is Saving Superman (Part I: A-C)
http://www.sciencecases.org/superman/superman1.asp
Though the discussion will involve some exposure to scientific concepts and terminology, the principle objective of the discussion will be to try and highlight and discuss cultural differences in the way participants may see the role of science and the meaning of life. Many questions may arise in that conversation. Are there ethical issues of vital concern to students when they think about in-vitro fertilization and pre-implantation genetic diagnosis? Should decisions about the beginning of human life be made by governments? Scientists? Potential parents? Religious authorities? Or some other institution responsible for the ethical application of science? Do students see different ethical issues related to use of totipotent, pluripotent or multipotent stemcells? Do they see the use of adult stem cells (for example in therapeutic cloning) as controversial as use of embryonic stem cells in reproductive cloning?
Ultimately, there will be significant global ramification if some countries gain access to medical and genetic capabilities that others do not have or cannot use. Can students predict any of these possibilities?
Naturally, this description just begins to touch the surface of what the possibilities for a discussion like this are.
SUGGESTED ASSIGNMENTS:
Week One: Introductions
During the first week, students will introduce themselves to one another. Just to make the conversation interesting, along with the introduction it might be engaging to here each students share a movie they have seen or book they have read or a cartoon they have seen that relates to the conversation about stem cells, genetic engineering, or cloning. Are their own perceptions about these issues being shaped by literature and theater more or less than by scientists?
http://members.inode.at/359743/frankenstein/images/dickwright-frank-cartoon.gif
Week Two: Discussions
During week two, students will be reading the assigned texts found in the Suggested Description above. A number of questions have been supplied and students might wish to select one or more to respond to. Ideally, students will include with their opinions about these complicated issues a paragraph or two about what experiences or assumptions best explain why they have arrived their present stances. The objective of the module is not only to become better acquainted with the issues of stem cell research but more importantly, to get a better understanding of how our different experiences and national histories may be shaping the way we frame the issues.
Week Three: Group Work
A few years ago, the United States Congress debated the funding of stem cell research and the following exchange was recorded in the course of that debate:
"The embryos to be used here are discarded. If not used for the research, they will not be used at all,'' Sen. Arlen Specter, R-Penn., who co-authored the legislation, explained Wednesday. Thus, "no human life is to be taken.''
"This sounds ... like what happened in World War II,'' Senator Brownback countered, comparing embryo destruction for science to Nazi contentions that "these people are going to be killed, why not experiment on them.''
Yet the embryos in question are no bigger than the period at the end of a sentence.
"To equate that with individuals Nazis experimented on is stretching the meaning of humanness,'' said Sen. Tom Harkin, D-Iowa, who co-authored Specter's legislation.
Because embryonic stem cells could save lives, `"our position is just as moral as your position,'' Harkin added."
Students will be divided into smaller groups to engage in similar though hopefully more productive discussions about the issue. Students should do some background research on what, if any, research is being done in their own countries and what, if any, part their own governments are playing in funding or limiting that research. Students should also discuss what historical antecedents may or may not be helpful in coming to mutually satisfactory conclusions in this debate. Are there historical precedents that are helping people in their country think more clearly about the issue? Are there precedents that are clouding it? As a final product, students should examine the hypothetical differences that will exist between their two countries or regions if present policies are pursued for the next hundred years.
Week Four: Debriefing
In the final week, students will share the results to their group work. Groups may wish to supply three or four questions that the Global Module has inspired.
SUGGESTED ASSESSMENTS:
Discussion Work: 25 pts.
Each student will be evaluated on one thoughtful response to a week one and week two question. A score of 25 will be awarded to posts that demonstrate a thorough reading of the assigned text, that demonstrates critical thought and reflection upon the text, and that shares a personal experience, insight, or question that comes from outside the assigned text.
Group Work: 25 pts.
Each student will be assigned to a small group and will receive a grade on the report submitted by that group in week four. Lack of participation in group-work by an individual student will result in appropriate deductions.
Reflection Essay: 25 pts
Each Champlain student will be asked to write a critical reflection after the GM. This assignment will require the student to cite three “moments” in the conversation that they feel best highlights for them the ways that students involved shared either a commonality or a difference about some fundamental issue.
Survey: 25 pts
A final survey of the involved students will be created from the questions students verbalize in week three and four. Data from this survey will be collected by the instructors and distributed to the participating classes.
SUGGESTED FACULTY EXPECTATIONS:
At least one faculty member will be responsible for:
1. Logging in at least every other day to read posts
2. Responding as appropriate
3. Organizing and overseeing group work
4. Evaluating final essays
5. Assembling surveys and survey results
Stem Cell Research Debate
In this global module, students from different cultures would get to examine together the science and ethics of stem cell research and use. To help students better understand the issues involved, they will be asked to read and respond to several articles selected for that purpose. The first is Selecting the Perfect Baby: The Ethics of Embryo Design by Julia Omarzu.
http://ublib.buffalo.edu/libraries/projects/cases/genetics/genetic_selection.html
The second is Stem Cells: Promises to Keep by Lauren Yaich
http://www.sciencecases.org/stem_cells/stem_cells.asp
The third is Saving Superman (Part I: A-C)
http://www.sciencecases.org/superman/superman1.asp
Though the discussion will involve some exposure to scientific concepts and terminology, the principle objective of the discussion will be to try and highlight and discuss cultural differences in the way participants may see the role of science and the meaning of life. Many questions may arise in that conversation. Are there ethical issues of vital concern to students when they think about in-vitro fertilization and pre-implantation genetic diagnosis? Should decisions about the beginning of human life be made by governments? Scientists? Potential parents? Religious authorities? Or some other institution responsible for the ethical application of science? Do students see different ethical issues related to use of totipotent, pluripotent or multipotent stemcells? Do they see the use of adult stem cells (for example in therapeutic cloning) as controversial as use of embryonic stem cells in reproductive cloning?
Ultimately, there will be significant global ramification if some countries gain access to medical and genetic capabilities that others do not have or cannot use. Can students predict any of these possibilities?
Naturally, this description just begins to touch the surface of what the possibilities for a discussion like this are.
SUGGESTED ASSIGNMENTS:
Week One: Introductions
During the first week, students will introduce themselves to one another. Just to make the conversation interesting, along with the introduction it might be engaging to here each students share a movie they have seen or book they have read or a cartoon they have seen that relates to the conversation about stem cells, genetic engineering, or cloning. Are their own perceptions about these issues being shaped by literature and theater more or less than by scientists?
http://members.inode.at/359743/frankenstein/images/dickwright-frank-cartoon.gif
Week Two: Discussions
During week two, students will be reading the assigned texts found in the Suggested Description above. A number of questions have been supplied and students might wish to select one or more to respond to. Ideally, students will include with their opinions about these complicated issues a paragraph or two about what experiences or assumptions best explain why they have arrived their present stances. The objective of the module is not only to become better acquainted with the issues of stem cell research but more importantly, to get a better understanding of how our different experiences and national histories may be shaping the way we frame the issues.
Week Three: Group Work
A few years ago, the United States Congress debated the funding of stem cell research and the following exchange was recorded in the course of that debate:
"The embryos to be used here are discarded. If not used for the research, they will not be used at all,'' Sen. Arlen Specter, R-Penn., who co-authored the legislation, explained Wednesday. Thus, "no human life is to be taken.''
"This sounds ... like what happened in World War II,'' Senator Brownback countered, comparing embryo destruction for science to Nazi contentions that "these people are going to be killed, why not experiment on them.''
Yet the embryos in question are no bigger than the period at the end of a sentence.
"To equate that with individuals Nazis experimented on is stretching the meaning of humanness,'' said Sen. Tom Harkin, D-Iowa, who co-authored Specter's legislation.
Because embryonic stem cells could save lives, `"our position is just as moral as your position,'' Harkin added."
Students will be divided into smaller groups to engage in similar though hopefully more productive discussions about the issue. Students should do some background research on what, if any, research is being done in their own countries and what, if any, part their own governments are playing in funding or limiting that research. Students should also discuss what historical antecedents may or may not be helpful in coming to mutually satisfactory conclusions in this debate. Are there historical precedents that are helping people in their country think more clearly about the issue? Are there precedents that are clouding it? As a final product, students should examine the hypothetical differences that will exist between their two countries or regions if present policies are pursued for the next hundred years.
Week Four: Debriefing
In the final week, students will share the results to their group work. Groups may wish to supply three or four questions that the Global Module has inspired.
SUGGESTED ASSESSMENTS:
Discussion Work: 25 pts.
Each student will be evaluated on one thoughtful response to a week one and week two question. A score of 25 will be awarded to posts that demonstrate a thorough reading of the assigned text, that demonstrates critical thought and reflection upon the text, and that shares a personal experience, insight, or question that comes from outside the assigned text.
Group Work: 25 pts.
Each student will be assigned to a small group and will receive a grade on the report submitted by that group in week four. Lack of participation in group-work by an individual student will result in appropriate deductions.
Reflection Essay: 25 pts
Each Champlain student will be asked to write a critical reflection after the GM. This assignment will require the student to cite three “moments” in the conversation that they feel best highlights for them the ways that students involved shared either a commonality or a difference about some fundamental issue.
Survey: 25 pts
A final survey of the involved students will be created from the questions students verbalize in week three and four. Data from this survey will be collected by the instructors and distributed to the participating classes.
SUGGESTED FACULTY EXPECTATIONS:
At least one faculty member will be responsible for:
1. Logging in at least every other day to read posts
2. Responding as appropriate
3. Organizing and overseeing group work
4. Evaluating final essays
5. Assembling surveys and survey results
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